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Journal of Education and Training Studies, v1 n2 p50-60 Oct 2013

This paper highlights the current findings and issues regarding the role of computer-adaptive testing in test anxiety. The computer-adaptive test (CAT) proposed by one of the Common Core consortia brings these issues to the forefront. Research has long indicated that test anxiety impairs student performance. More recent research indicates that taking a test in a CAT format can affect the ability estimates of students with test anxiety. Inaccurate measures of ability are disconcerting because of the threat they pose to the validity of test score interpretation. This paper raises concerns regarding how the implementation of a computer-adaptive test for a large-scale common core assessment system could differentially affect students with test anxiety. Issues of fairness and score comparability are raised, and the implications of these issues are discussed.

Descriptors: Test Anxiety, Computer Assisted Testing, Evaluation Methods, Standardized Tests, Test Bias, Educational Technology, Test Items, Difficulty Level, Student Evaluation, Ability Identification, Elementary Secondary Education, Effect Size, Scores, Socioeconomic Status, High Stakes Tests, Summative Evaluation

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Autor: Colwell, Nicole Makas

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=882&id=EJ1054865







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