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Internet-based vs. paper-pencil test administration: An equivalency study using the Ability Explorer.

机译：基于Internet的测试与纸笔测试的管理：使用Ability Explorer进行的等效性研究。

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摘要

The purpose of this study was to investigate the impact of Internet-based test administration on the responses to a self-estimate of ability. The Ability Explorer (Harrington & Harrington, 1996) is the instrument used to conduct this investigation. Previous literature over the past 30 years has reported a number of studies comparing computer-based to traditional paper-pencil administration of various tests and inventories. However, few studies were uncovered which examined Internet-based administrations.; The sample consisted of 73 volunteers drawn from three sections of Educational Psychology 102, Career Development, at Texas A&M University between Spring 1999 and Spring 2000. The majority of the participants were freshmen and sophomores who had not yet declared a major. A four-group test-retest design (Paper-Paper, Paper-Internet, Internet-Paper, Internet-Internet) was used to compare the two versions of the instrument. Additional analyses were performed to determine if there were relationships or interactions between the scales and the moderator variables of Gender, SAT, GPA, and SES. Participants' satisfaction with either or both versions of the Ability Explorer was also ascertained via a survey administered at the completion of the study.; By examining both correlational and mean difference data, the two versions of the instrument were found to be generally equivalent. Some scales in some analyses did yield mean differences, but they could be chance occurrences given the many comparisons examined. On the average, respondents rated themselves higher on some scales in the second administration, but this phenomenon was not related to mode of administration. There were relationships found between Gender and some ability scales. Males rated themselves higher on scales that are stereotypically male-oriented (Manual, Numerical/Mathematical, Scientific, and Technical/Mechanical), while females rated themselves higher on the Social scale. Also, Gender was found to interact with mode (paper-pencil versus Internet) on several scales, but no easily identifiable patterns emerged.; Responses to the satisfaction surveys were quite positive for both versions of the Ability Explorer. However, when asked directly which version the respondent preferred, the overwhelming majority selected the Internet version.; A discussion of the findings, as they relate to the literature, as well as recommendations for further research and practice are presented.
机译：这项研究的目的是调查基于Internet的考试管理对自我评估能力的影响。 Ability Explorer（Harrington和Harrington，1996年）是进行这项调查的工具。在过去30年中，以前的文献报道了许多研究，将基于计算机的测试与传统的纸笔管理（各种测试和清单）进行了比较。但是，很少有研究检查基于Internet的管理。该样本由来自德克萨斯州A＆M大学教育心理学102，职业发展三个部门的73名志愿者组成，这些参与者来自1999年春季至2000年春季。大多数参与者是尚未宣布主修课程的新生和大二学生。使用四组测试-再测试设计（Paper-Paper，Paper-Internet，Internet-Paper，Internet-Internet）来比较该仪器的两个版本。进行了其他分析，以确定量表与性别，SAT，GPA和SES的主持人变量之间是否存在关系或相互作用。还通过研究结束时进行的调查确定了参与者对Ability Explorer的一个或两个版本的满意度。通过检查相关数据和均值差数据，发现该仪器的两种版本大致相同。在某些分析中，某些标度的确产生了均值差异，但鉴于进行了许多比较，它们可能是偶然的情况。平均而言，在第二届政府中，受访者对自己的评价在一定程度上更高，但是这种现象与管理模式无关。性别与某些能力量表之间存在关系。男性在定型为男性的量表（手动，数字/数学，科学和技术/机械）上给自己更高的评分，而女性在社交量表上给自己更高的评分。同样，发现性别与模式（纸笔和互联网）之间有不同程度的交互作用，但是没有出现易于识别的模式。两种版本的“能力浏览器”对满意度调查的反应都非常积极。但是，当直接问到受访者首选哪种版本时，绝大多数人选择了Internet版本。讨论了与文献有关的发现，并提出了进一步研究和实践的建议。

著录项

  • 作者

    Martinez, Linda Kay Rubac.;

  • 作者单位

    Texas A&M University.;

  • 授予单位 Texas A&M University.;
  • 学科 Education Guidance and Counseling.; Education Vocational.; Education Tests and Measurements.
  • 学位 Ph.D.
  • 年度 2002
  • 页码 178 p.
  • 总页数 178
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;职业技术教育;教育;
  • 关键词

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