Comparison of On-Site Testing with Online Testing During the COVID-19 Pandemic (original) (raw)
Related papers
What We Know After the Pandemic. Online and Face-To-Face Testing in Comparative Perspective
Advanced Education
The article aims to find out the impact of online education on on-site education by analysing the results achieved by the respondents in the tests. We used descriptive statistical methods to analyze the data. The reason was that such methods allow us to better understand the correlation between the results obtained in traditional testing and online testing. The research was conducted in the summer semester of the academic years 2020/2021 and 2021/2022. 2508 students of the University of Economics in Bratislava participated in the research. The respondents were first-year Bachelor's degree students at the University of Economics in Bratislava whose first foreign language was professional English. When analyzing the data we took into account the test results, the number of students who did not take the test, the number of students who had to retake the test, and the number of students who did not take the test. The results confirmed that students who took the test in the home envi...
Proceedings of the AsiaCALL International Conference
The Covid-19 pandemic has impacted foreign language education in general and assessment practices in particular. Many changes have been implemented regarding the mode of language testing and assessment when conventional face-to-face examinations cannot be applied. One radical change is the emergence and acceptance of online at-home assessments. The University of Languages and International Studies, Vietnam National University (VNU-ULIS), has followed this trend with numerous online testing and assessment activities during the 2021-2022 period. These activities assess learners' language learning progress and proficiency via different tests. To evaluate the strengths and weaknesses of online testing and assessment during the period, the researchers surveyed more than one hundred test administrators and examiners on their opinions and experiences in virtual exams. The participants shared valuable information on their experiences with the online system and their beliefs on the advan...
Assessing Language Learners’ Knowledge and Performance during Covid-19
Central European Journal of Educational Research, 2021
The new reality created by the COVID-19 caused a lot of changes in the educational sphere. The transition from face-to-face to distance learning was not smooth in Ukraine because distance learning was not a common practice in the country before and teachers were unprepared for teaching online. This unusual situation prompted us to start our qualitative research primarily to get insights into the altered daily routines of teachers and educators. In particular, we were interested in how they assessed their students’ performance online. This article focuses on secondary school language teachers (n=65) and language tutors at the tertiary level (n=18). The research findings have revealed that teachers gave feedback through different digital applications like Google Classroom. Oral performance was evaluated either synchronously or asynchronously. The most crucial implication is that teachers should improve and further develop their digital skills and distance teaching and assessing skills...
Language Testing in Focus: An International Journal
The pandemic COVID-19 has posed unique challenges to the educational landscape worldwide (Chung, & Choi, 2021) including language assessment. It has forced many language educators and language assessment specialists to rethink their approach to assessment and explore new ways of evaluating language proficiency resulting in innovation in language assessment territory (Ockey, 2021). While there is available literature (Chapelle & Douglas, 2006; Winke & Isbell, 2017) on the planned use of technology for assessing language proficiency in technologically rich contexts, little is known about online language assessment at the time of the COVID-19 pandemic. Therefore, the book Technology-assisted language assessment in diverse contexts: lessons from the transition to online testing during covid-19 is an epochal contribution offering a detailed overview of technology-assisted language assessment in various contexts, with a particular focus on the transition to online testing during the COVID...
Changes in the teaching and learning caused of the COVID-19 pandemic
2021
Educational process, especially higher education was generally based on classical model of learning till 2020. This model includes table and presentations for teaching, and exams conducted in a classroom. This model was also used at “Goce Delcev” University of Shtip, Macedonia. Then, with rapid development of digital and IT tools for testing, e-testing in that classical model was introduced and included partly, only on some level of the educational process. Teaching was performed face to face in classrooms, but the way of testing was changed. Instead of classical exam on paper, students have an e-test on computer using Moodle 2 platform. The testing was performed in a classroom. Now, according to the situation with Coronavirus disease (COVID-19), all the process of teaching and testing are changed and switched to online performing using Microsoft team’s platform. In this paper, in order to determine whether online learning affects students' knowledge, we will statistically analy...
The COVID-19 pandemic and the characteristic comparison of English achievement tests
Perspectives of Science & Education, 2023
Aim. The objectives of this research were to characterize and contrast the features of English language proficiency tests conducted before and during the COVID-19 pandemic. Methodology and research methods. Before coronavirus pandemic, there were 287 students; during pandemic, there were 288 pupils; there were also an English teacher and a forum for English teachers. Through documentation and interviews, the information was gathered from eighth-graders at SMP Negeri 2 Semarang in Central Java, Indonesia. Results. Some aspects of English accomplishment tests made before COVID-19 can be seen. First, the percentages of items in the Easy, Moderate, and Difficult categories are 55%, 37.5%, and 7.5%, respectively. The item discrimination percentages for the Poor, Fair, Good, and Very Good categories are 10%, 30%, 25%, and 35%, respectively. Third, the distractor's effectiveness as a percentage is 53.30% and 46.70%. (effective: ineffective). Finally, the test reliability value is 0.990. The English proficiency test created during COVID-19 exhibits some of the same traits. First, the percentages for Easy, Moderate, and Difficulty categories for item difficulty: 10%, 84%, and 6%. The item discrimination percentages for the Poor, Fair, Good, and Very Good categories are 2%, 4%, 14%, and 80%, respectively. Third, the distractor's percentage efficacy is 99.30%: 0.70% (effective: ineffective). Finally, the test reliability value is 0.960. The foundation of classical test theory (CTT) was the effectiveness of the distractor, item difficulty, and item discrimination. The exams administered during coronavirus pandemic were more normally distributed than the tests administered prior to pandemic based on item difficulty. The tests given during coronavirus pandemic fell more into the very good category than the tests given before pandemic, according to item discrimination. In comparison to tests conducted before to coronavirus pandemic, more tests during pandemic were classified as effective based on the distractor's effectiveness. Both tests were compared based on the data of the collected features. The English achievement exam created during the epidemic was determined to be superior to the test created prior to the outbreak based on CTT. However, the English performance exam created before the epidemic is superior than that created during the pandemic, according to Item Response Theory (IRT). IRT was based on item fit and dependability. Testing for dependability before COVID-19 is more accurate than during pandemic. Before COVID-19, item fit tests were more favorable than during pandemic. Conclusions. The English proficiency test that was created during the epidemic is superior to the test that was created prior to the pandemic based on CTT. But according to IRT, the English proficiency exam created before the pandemic is superior to that created during the pandemic.
Online Learning During Covid-19 Pandemic, and Possibility of Adopting Computer-Based Test
International journal of computer science & information Technology, 2021
COVID-19 pandemic has impacted the educational institutions in Australia and New Zealand, thus online learning was a significant option for education to be smoothly continued. This could possibly enhance the Computer-based exams (CBEs) to be used in various courses, such as schools, universities and other training centres. As there are many educational institutions which have chosen to convert from paper test system to computer- based exam. However, adopting computer tests may lead to some difficulties for the students, which relates to technical defects and lake of computer skills of some students when they are applying the computer based exams. The purpose of the paper was to discuss online learning during Covid19 and the possibility of adopting (CBEs), then to determine negative and positive effects on the students of using computer-based exams and focus on some of suggesting solutions to the negative effects. Computer test which could cause negative effects on students due to va...
2021
This paper aims to identify the challenges faced by language lecturers in administering assessment in the online mode and the need to plan good mitigation strategies. Qualitative data was elicited from twenty one key language lecturers as purposive samplings from eleven public universities. Based on basic Delphi approach, they were grouped according to three expertise domains namely online language learning, language curriculum and pedagogy. The expert respondents gave inputs and views to questions via structured written interviews as well as follow-up oral interviews. Emerging themes from the qualitative responses point towards ten challenges representing four categories of issues namely infrastructure, lecturers' online assessment literacy, language learners' commitment and integrity and absence of specific implementation guidelines for online assessments. The findings also indicate that specific online language assessment guidelines or framework is deemed necessary to ens...
The Impacts of Covid-19 Pandemic on French Language Testing: Delf/Dalf in Indonesia: Case Study
E3S Web of Conferences
The covid-19 pandemic outbreak has globally affected various aspects of life, including teaching and learning processes. This paper aims to identify the changes in French language examinations conducted in Indonesia during the outbreak and explore the French language testing conditions, such as the worldwide standardized exams in the French language like DELF: Diploma in the French Language and DALF: Advanced Diploma in the French language. This study employs a descriptive qualitative method by collecting the data through observations, interviews with the French Language Institution and the parties involved in teaching and learning processes, and finally, through documentation. The online version of this test is inexistent. Therefore, the results should allow DELF/DALF examination providers to think about an alternative for an online examination. As shown by the findings on the IFI Indonesia website, it can be concluded that: (1) some examinations, including the French language test...