Academic Journal
A Testing Load: A Review of Cognitive Load in Computer and Paper-Based Learning and Assessment
| Τίτλος: | A Testing Load: A Review of Cognitive Load in Computer and Paper-Based Learning and Assessment |
|---|---|
| Γλώσσα: | English |
| Συγγραφείς: | James Pengelley (ORCID |
| Πηγή: | Technology, Pedagogy and Education. 2025 34(1):1-17. |
| Διαθεσιμότητα: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Ημερομηνία έκδοσης: | 2025 |
| Τύπος εγγράφου: | Journal Articles Information Analyses |
| Education Level: | Elementary Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Cognitive Processes, Paper and Pencil Tests, Computer Assisted Testing, Student Evaluation, Technology Uses in Education, Performance, Foreign Countries, Elementary Secondary Education, Higher Education, Short Term Memory, Testing |
| Γεωγραφικοί όροι: | Australia, United States, Germany, Netherlands, United Kingdom, Israel, Norway, Canada |
| DOI: | 10.1080/1475939X.2024.2367517 |
| ISSN: | 1475-939X 1747-5139 |
| Περίληψη: | The rising use of technology in classrooms has also brought with it a concomitant wave of computer-based assessments. The argument for computer-based testing is often framed in terms of efficiency and data management: computer-based tests facilitate more efficient processing of test data and the rate at which feedback can be leveraged for student learning rather than being framed in terms of the direct effects that students experience from engaging with novel learning tools. Whilst potentially beneficial, for some students the outcomes of computer-based tests may be counter-productive. This review considers the cognitive, and often implicit, consequences of testing mode upon students with reference to testing performance and subjective measures of cognitive load. Considerations for teachers, test writers and future research are presented with a view to raising the significance of learners' subjective experiences as a guiding perspective in educational policy making. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Αριθμός Καταχώρησης: | EJ1458286 |
| Βάση Δεδομένων: | ERIC |
| ISSN: | 1475-939X 1747-5139 |
|---|---|
| DOI: | 10.1080/1475939X.2024.2367517 |