Technology-Based Testing

Members

Faculty Chairs:: Pam Raman, SCC; Mary Ryan, GCC
District Support:: Don Shehi

Charge

Technology-based testing identifies models for a technology-based testing system. Discussions will include an investigation of assessment ideals, an inventory of testing models that are currently available, and the issues and implications of developing such technology-based testing systems.

Discussion Highlights

Introduction

This is the second year for this committee. Last year a nursing "Math for Meds" testing system was proposed and a number of issues were discussed which concerned all disciplines. Also, the committee conducted a survey regarding interest in the use of computer-based testing with results suggesting that there was indeed strong support for computer-based testing.

This year the committee's plan was to discuss, plan, and implement the nursing "Math for Meds" testing system as a computerized tutorial with chapter objectives and quizzes, including a final comprehensive exam. The system was to be developed for both Macintosh and PC formats.

Year in Review

The committee consisted of nursing and math faculty, instructional technology and computer lab personnel, and a math tutor from a learning center. The group met six times during the academic year. The following is a summary of the process by which a discipline or multidiscipline committee could produce a computerized program.

First, we must identify the group's instructional goal(s). This has to be specific to the student population. Example: The student will apply math concepts to medication administration using the problem solving process.

Second, we conduct an instructional analysis, breaking down this goal into more specific objectives and identify entry level student behaviors or characteristics needed in order to start this program. Example: Entry level capabilities of using a computer and mouse and the specific basic math concepts needed in order to progress though the program were inventoried, eg: calculate basic math problems using fractions, decimals, and conversions between fractions and decimals.

Then performance objectives which could easily be evaluated were written. Example: Given the patient's weight in pounds or kilograms, determine a safe dose using the conversion formula.

Criterion-based test items which could be used as chapter quizzes at the end of a tutorial segment needed to be developed. An instructional strategy was developed which included giving the students a tutorial along with sample questions. A pre-test post-test concept was identified as one possible example.

Two instructional platforms, Macintosh and PC, were identified as being needed in order for all campus nursing programs to use this program. Toolbook was chosen as the prototype for the program, and a programmer used a member's storyboarding on one small segment to initiate this process.

Individuals who were on the committee are looking into obtaining grant or other monies in order to continue this project over the summer. We hope a completed "Math for Meds" program, tutorial and testing, will be ready in the fall in order to complete the next step which is to design and conduct a formative evaluation of the program. Continual evaluations and revisions would be done as needed thereafter.

What next?

This step-by-step process appears forthright, but it took the group hours of discussion and labor with many revisions. It is our hope that these steps may prove easier for the next group who wishes to undertake such an effort. The following are our conclusions and goals concerning technology-based testing.

Computerized programs need to be flexible enough to be used by various faculty on various campuses. In addition, the faculty or programmer needs to be able to access the program in order to update or revise it as necessary.

A testing-grading engine could be researched and developed in order to incorporate an item analysis and student grading program with the computer-based program. Students who have learning disabilities could proceed at their own pace through the program, thus increasing student learning. Critical thinking is required throughout the program for any level student.

Finally, it is difficult to move from discussion to practice in an Ocotillo committee due to time and schedule constraints. A task force made up of one representative per campus from a specific discipline would need to arrange common times and central meeting locations in order to accomplish this project.

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