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Deconstructing the Testing Mode Effect: Analyzing the Difference between Writing and No Writing on the Test

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Title: Deconstructing the Testing Mode Effect: Analyzing the Difference between Writing and No Writing on the Test
Language: English
Authors: Daniel M. Settlage, Jim R. Wollscheid (ORCID 0000-0002-0667-7536)
Source: Journal of the Scholarship of Teaching and Learning. 2024 24(2):79-89.
Availability: Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/josotl
Peer Reviewed: Y
Page Count: 11
Publication Date: 2024
Document Type: Journal Articles
Information Analyses
Education Level: Higher Education
Postsecondary Education
Descriptors: College Students, Macroeconomics, Tests, Answer Sheets, Test Construction, Computer Assisted Testing, Testing, Printed Materials, Nonprint Media, Student Attitudes, Test Theory, Scores
ISSN: 1527-9316
Abstract: The examination of the testing mode effect has received increased attention as higher education has shifted to remote testing during the COVID-19 pandemic. We believe the testing mode effect consists of four components: the ability to physically write on the test, the method of answer recording, the proctoring/testing environment, and the effect testing mode has on instructor question selection. This paper examines the first component, the ability to write on the test, which we believe is a neglected area of study. Using a normalization technique to control for student aptitude and instructor bias, we find that removing the ability of students to physically write on the test significantly lowers student performance. This finding holds across multiple question types classified by difficulty level, Bloom's taxonomy, and on figure/graph-based questions, and has implications for testing in both face-to-face and online environments.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1433115
Database: ERIC
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  Data: Deconstructing the Testing Mode Effect: Analyzing the Difference between Writing and No Writing on the Test
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  Data: <searchLink fieldCode="AR" term="%22Daniel+M%2E+Settlage%22">Daniel M. Settlage</searchLink><br /><searchLink fieldCode="AR" term="%22Jim+R%2E+Wollscheid%22">Jim R. Wollscheid</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0667-7536">0000-0002-0667-7536</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+the+Scholarship+of+Teaching+and+Learning%22"><i>Journal of the Scholarship of Teaching and Learning</i></searchLink>. 2024 24(2):79-89.
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  Data: Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/josotl
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  Data: The examination of the testing mode effect has received increased attention as higher education has shifted to remote testing during the COVID-19 pandemic. We believe the testing mode effect consists of four components: the ability to physically write on the test, the method of answer recording, the proctoring/testing environment, and the effect testing mode has on instructor question selection. This paper examines the first component, the ability to write on the test, which we believe is a neglected area of study. Using a normalization technique to control for student aptitude and instructor bias, we find that removing the ability of students to physically write on the test significantly lowers student performance. This finding holds across multiple question types classified by difficulty level, Bloom's taxonomy, and on figure/graph-based questions, and has implications for testing in both face-to-face and online environments.
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      – SubjectFull: Test Construction
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      – SubjectFull: Computer Assisted Testing
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