Abstract

Although the effectiveness and experiences of computer-based examinations is a widely investigated area of research, the question of whether and how computer-based assessment limits or heightens the experience of negative test emotions remains largely unexamined. Drawing from the control-value theory of achievement emotions, we investigated undergraduate students’ emotions during an authentic, course-based assessment in a computer-based testing environment, as well as predictors and outcomes associated with their emotions. We found that students (N = 74) in a computer-based testing environment reported lower levels of negative emotions than their typical negative test emotions. Females and males performed equally in the examination, yet females reported higher retrospective negative emotions. Consistently, females reported higher levels of typical test-taking anxiety in prior examinations, but they reported lower anxiety in a computer-based environment. Finally, although typical and retrospective emotions were correlated, only retrospective emotions were associated with examination performance. We discuss the importance of testing environments and time-frames in understanding how to support students’ emotions in testing with particular emphasis on implications for online assessment.

摘要

尽管基于计算机的考试的有效性和体验是一个广泛研究的研究领域，但基于计算机的评估是否以及如何限制或提高负面测试情绪的体验的问题在很大程度上仍未得到检验。借鉴成就情绪的控制价值理论，我们在基于计算机的测试环境中进行真实的、基于课程的评估中调查了本科生的情绪，以及与他们的情绪相关的预测因素和结果。我们发现学生（N = 74）在基于计算机的测试环境中报告的负面情绪水平低于他们典型的负面测试情绪。女性和男性在考试中的表现相同，但女性报告的回顾性负面情绪更高。一直以来，女性在之前的考试中报告的典型应试焦虑水平较高，但她们在基于计算机的环境中报告的焦虑程度较低。最后，虽然典型情绪和回顾性情绪相关，但只有回顾性情绪与考试成绩相关。我们讨论了测试环境和时间框架对于理解如何在测试中支持学生情绪的重要性，特别强调对在线评估的影响。