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Related Experiment Videos

Perceptions and performance using computer-based testing: One institution's experience.

Timothy J Bloom1, Wesley D Rich2, Stephanie M Olson2

  • 1Shenandoah University School of Pharmacy, Winchester, VA, United States.

Currents in Pharmacy Teaching & Learning
|May 1, 2018
PubMed
Summary
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Students and faculty quickly adapted to computer-based testing (CBT). This transition showed no negative impact on student exam performance, with both groups adapting well to the new format.

Area of Science:

  • Medical Education
  • Educational Technology
  • Assessment

Background:

  • Transitioning to computer-based testing (CBT) is increasingly common in medical education.
  • Evaluating student and faculty perceptions is crucial for successful implementation.

Purpose of the Study:

  • To assess student and faculty perceptions of a mandatory shift to computer-based testing.
  • To determine if this change affected student academic performance.

Main Methods:

  • Surveys were distributed to students and faculty to gather data on perceptions and challenges.
  • Student exam scores from two years before and two years after CBT adoption were analyzed.

Main Results:

  • No significant difference in perceived ease of use was found between students with varying CBT experience.
Keywords:
AssessmentComputer-based testingEducational technologyFaculty development

Related Experiment Videos

  • Students reported benefits like improved feedback; faculty noted easier data collection.
  • Neither group perceived an impact on exam performance, and grade analysis confirmed no consistent difference.

    • Conclusions:

    • Faculty and students demonstrated rapid adaptation to computer-based testing.
    • The switch to computer-based testing did not negatively impact student academic outcomes.