Analyzing the Variances in Two Test Administration Modes: Time for a change in the assessment paradigm?
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| Year of publication | 2024 |
| Type | Appeared in Conference without Proceedings |
| MU Faculty or unit | |
| Citation | |
| Description | This paper investigates the impact of computer-based language achievement tests in supervised and unsupervised settings. The study addresses the challenges and changes prompted by the shift to unsupervised testing and their consequences. A noticeable score discrepancy emerged between supervised on-site and unsupervised off-site tests, raising concerns about academic integrity. In a mixed-method study, student scores were analysed across supervised and unsupervised settings, accompanied by a questionnaire surveying student preferences and perceptions regarding the two modes. The paper highlights the heightened risk to academic integrity in tests administered in unsupervised settings, with students admitting to dishonest behaviour. These results indicate that testing in unsupervised conditions needs to be carefully considered and measures must be taken to prevent cheating. |
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