Writing e-Exams in pre-university college

Mathew Hillier, Nathaniel Lyon

Research output: Chapter in Book/Report/Conference proceedingConference proceeding contributionpeer-review

4 Citations (Scopus)

Abstract

This study examined students’ expressed strategies, habits and preferences with respect to responding to supervised text-based assessments. Two trials of a computerised examination system took place in an Australian pre-university college in 2016 and 2017. Students in several classes studying geography and globalisation completed a sequence of practice and assessed work. Data were collected using pre- and post-surveys about their preferred writing styles, habits and strategies in light of their choice to type or handwrite essay and short answer examinations. Comparisons were made between those that elected to handwrite and those who chose to type the examination, with several areas being significant. The performance (grades), production (word count) of the typists and hand-writers were also correlated and compared.

Original languageEnglish
Title of host publicationEmpowering learners for life in the Digital Age
Subtitle of host publicationIFIP TC 3 Open Conference on Computers in Education, OCCE 2018, Linz, Austria, June 24–28, 2018, Revised Selected Papers
EditorsDon Passey, Rosa Bottino, Cathy Lewin, Eric Sanchez
Place of PublicationCham, Switzerland
PublisherSpringer, Springer Nature
Pages264-274
Number of pages11
ISBN (Print)9783030235123
DOIs
Publication statusPublished - 2019
Externally publishedYes

Publication series

NameIFIP Advances in Information and Communication Technology
Volume524
ISSN (Print)1868-4238
ISSN (Electronic)1868-422X

Keywords

  • Affordances
  • Student perceptions
  • Writing strategies
  • e-Exams

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