Improving Undergraduate Learning with Computer-Assisted Assessment

Abstract

This article reports two studies on the use of computerized practice tests in an undergraduate education course. In study one, students who took computerized practice exams averaged one-half letter grade higher than students who did not take computerized practice exams, and they exhibited positive attitudes toward their practice experiences. Study two was designed to replicate study one with a different sample and to extend its analysis by examining the influence of both prior academic achievement and number of practice exams taken. Results of study two indicated no relationship between general achievement (as measured by the Scholastic Aptitude Test, or SAT) and number of practice exams taken. However, a positive relationship between the number of practice tests taken and the course grade was found even when SAT scores were controlled. The results are discussed in terms of noninstructional uses of educational technology for improving student achievement.

Keywords:

• assessment
• computerized practice testing