عنوان مقاله [English]
The rapid development of information and communication technology in teaching and learning has changed the main approach of pen and paper-based test system to a technology-based test. Computers and related technologies provide powerful tools for solving evaluation challenges and facilitate the recording of a wider set of cognitive skills. The study aims to Compare the technology-based proficiency tests and paper-based tests from the perspective of General Department of Vocational and Technical Education of Alborz test applicants has been conducted.
The research method is a descriptive method. The population of this study were 420 examinees from Alborz Vocational and Technical Educational Department which 201 subjects were selected as cluster sampling using Cochran formula as sample size. This study in a pilot study terms of functional and data collection method. Data collection consisted of researcher- made questionnaire with 5-point scale Likert with reliability of 0.89. The questionnaire was prepared in three dimensions: Technical, environmental and managerial factors. The reliability of the questionnaire has been satisfied by AMOS software, factor analysis based on structural equations. The significance of factor loadings indicated the significance of all factor loads at the level of 0.001. The fittest indices indicated that the model has a relatively good fit. Questionnaire administered in two independent subject groups including computer-based and paper-based subject groups. Data analysis was conducted based on two levels of descriptive and inferential statistics using SPSS software, and analyzing the results was performed by the analysis of variance and t independent samples.
The research results indicates the higher average level of electronic examinees' comments and meaningful difference between the average valuations via technology-based tests compared with traditional or paper-based tests.
Also, the results of the research indicate that the average level of e-
readership is higher and the mean value of the evaluation is significantly different from the traditional tests or paper tests. Regarding the results of the research, it seems that planning for implementation of new models of evaluation and the implementation of a variety of technology-based tests for the types of tests should take place.
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