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A Testing Load: A Review of Cognitive Load in Computer and Paper-Based Learning and Assessment

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Τίτλος: A Testing Load: A Review of Cognitive Load in Computer and Paper-Based Learning and Assessment
Γλώσσα: English
Συγγραφείς: James Pengelley (ORCID 0000-0003-3826-4768), Peter R. Whipp (ORCID 0000-0002-5895-2667), Anabela Malpique (ORCID 0000-0002-1683-9906)
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
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  Data: 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.
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      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Paper and Pencil Tests
        Type: general
      – SubjectFull: Computer Assisted Testing
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      – SubjectFull: Higher Education
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      – SubjectFull: Short Term Memory
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      – SubjectFull: Testing
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      – TitleFull: A Testing Load: A Review of Cognitive Load in Computer and Paper-Based Learning and Assessment
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