دانلود رایگان مقاله اثرات خودکارآمدی کامپیوتر، رضایت آموزش و اضطراب امتحان در تست تطبیقی کامپیوتری

Abstract

This study focused on test-takers’ psychological effects on computerized adaptive testing (CAT). The development and implementation of CAT were based on item response theory (IRT), and two-parameter logistic model was chosen for the items. The total of 268 students from a high school in Jinan took part in the English adaptive test. A structural equation model was used to examine the potential connections among a series of individual variables (computer self-efficacy, training satisfaction, test anxiety, CAT attitude and CAT performance). The findings revealed significant positive paths from computer self-efficacy and training satisfaction to CAT attitude, as well as a negative path from test anxiety to CAT performance. Furthermore, there was significant correlation between the residual variances of CAT attitude and CAT performance. Thus, it could be seen CAT might produce an unfair disadvantage for test-takers with higher test anxiety. The relevant research and implications were further discussed.

5. Conclusion and implication

The present study tested a CAT model by exploring the causal paths among a series of individual variables. The model showed good fit to the dataset regarding the evaluated variables. Besides, compared with previous researches, it was the first time to explore the effect of computer self-efficacy in the CAT model. The main purpose of the present study was to assess the test fairness of CAT through examining the effect of different individual variables on CAT performance. Test fairness was required to remove the variance, which was attributable to individual variables that were irrelevant to measurement of the construct of interest, from test scores as far as possible (Helms, 2004). Among the variables tested in the present study, CAT attitude, computer self-efficacy and training satisfaction proved to have insignificant influence on CAT performance, and only test anxiety had significant negative influence on CAT performance. So it could be seen CAT might produce an unfair disadvantage for test-takers with higher test anxiety. In addition, because of the existing clear difference between CAT and P&P, though CAT had many advantages, people showed different CAT attitudes. Some people held the opinion that CAT, as a test mode, wasn’t the primary choice. This study pointed that increasing test-takers’ computer self-efficacy or training satisfaction could improve their CAT attitude evidently, especially training satisfaction could show this effect in a short time. Thus, how to design training content as well as training method to improve test-takers’ training satisfaction should be the focus for CAT researchers