Paper-Based Assessment vs. Computer-Based Assessment: Comparing Students’ Observed Stress Behaviors
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This study examined the stress behaviors of seventh-grade students who took a paper-and-pencil-based assessment (PPA) or a computer-based assessment (CBA). The tests were administered before and after they had worked for three weeks on solving a video-based math anchor called Fraction of the Cost and a related hands-on problem called the Hovercraft Challenge. Using an adapted version of the Classroom Child Stress Behavior Instrument as a scoring guide, results showed that low-achieving students and high-achieving students displayed about the same amount of stress while taking the CBA whereas low-achieving students exhibited significantly more stress than high-achieving students on the PPA. Possible reasons for these differences are discussed.
Abstract
This study examined the stress behaviors of seventh-grade students who took a paper-and-pencil-based assessment (PPA) or a computer-based assessment (CBA). The tests were administered before and after they had worked for three weeks on solving a video-based math anchor called Fraction of the Cost and a related hands-on problem called the Hovercraft Challenge. Using an adapted version of the Classroom Child Stress Behavior Instrument as a scoring guide, results showed that low-achieving students and high-achieving students displayed about the same amount of stress while taking the CBA whereas low-achieving students exhibited significantly more stress than high-achieving students on the PPA. Possible reasons for these differences are discussed.
참고문헌 (52)
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