An investigation of the validity of course‐based online assessment methods: The role of computer‐related attitudes and assessment mode preferences.
The use of e‐assessment methods raises important concerns regarding the reliability and validity of these methods. Potential threats to validity include mode effects and the possible influence of computer‐related attitudes. Although numerous studies have now investigated the validity of online asses...
| Publicado en: | Journal of Computer Assisted Learning Vol. 35; no. 1; pp. 51 - 61 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=134200911&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 134200911 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2019 vid: 35 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 134200911 134200911 134200911 10.1111/jcal.12310 134200911 ppf: 51 ppct: 10 formats: tig: atl: An investigation of the validity of course‐based online assessment methods: The role of computer‐related attitudes and assessment mode preferences. aug: au: Hewson, Claire Charlton, John P. affil: School of Psychology, The Open University, Milton Keynes UK sug: subj: Education, Non-Traditional World Wide Web Utilization Student Attitudes Evaluation Computer-Assisted Instruction Attitude to Computers Anxiety Reliability and Validity Human Students Education, Masters Male Female Adult Middle Age Aged Aged, 80 and Over Questionnaires T-Tests Pearson's Correlation Coefficient Descriptive Statistics Outcomes of Education Adult: 19-44 years Middle Aged: 45-64 years Aged: 65+ years Aged, 80 & over Male Female ab: The use of e‐assessment methods raises important concerns regarding the reliability and validity of these methods. Potential threats to validity include mode effects and the possible influence of computer‐related attitudes. Although numerous studies have now investigated the validity of online assessments in noncourse‐based contexts, few studies have addressed this issue in an educational context. The present study helps fill this research gap by investigating whether university students' computer‐related attitudes and assessment mode preferences were related to performance on a course‐based online assessment task. Overall, students' attitudes and preferences bore no greater relationships to performance on the online than offline module assessment tasks. This provides support for the validity of course‐based online assessment methods and should help alleviate educators' concerns and encourage more widespread adoption of these methods, helping address the issue of their slow uptake to date. Suggestions for follow‐up studies to corroborate and extend the current findings are offered. Lay Description: What is already known about this topic: The validity of course‐based online assessments is an important current research topic.Existing studies mostly support their validity but further research is needed.The role of students' computer‐related attitudes warrants further investigation. What this paper adds: A study that investigated the validity of a course‐based summative online assessment.Students with less positive computer attitudes were not disadvantaged by completing an assignment online.Directions for fruitful follow‐up research on this topic are identified. Implications for practice and/or policy: Supports the validity and use of course‐based online assessment methods.Encourages more widespread adoption of course‐based online assessments.Identifies future research directions to help inform e‐learning practice and policy. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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