Exploring students’ scientific competency performance on PISA 2015 paper-based assessment and computer-based assessment

Ya-Chun Chen, Zuway R. Hong, Huann shyang Lin

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Abstract

With the use of PISA test items, this chapter explores how similar background students’ scientific competency performance differed on paper-based and computer-based assessments. A nationally representative sample of 15-year-old Taiwan students (N = 3288) from the PISA 2015 Field Trial test were selected to participate in the study. In addition to the PISA standard contextualized units, which consisted of static materials including text, graphs, and tables, interactive units including animations and simulations were used in the competency assessment. Three groups of students answered static trend items with a paper-based assessment, static trend items with a computer-based assessment, and new interactive animation and simulation items with a computer-based assessment. The results of their performance were analysed and are discussed as well as the role of information and communication technology familiarity in scientific competency. Finally, the implications of animation and simulation in the learning and assessment of scientific competency are discussed.
Original languageEnglish
Title of host publicationLearning from Animations in Science Education
PublisherSpringer Nature Switzerland AG
Chapter12
Pages279-300
Number of pages22
Volume25
DOIs
StatePublished - 2020

Keywords

  • scientific literacy
  • computer-based assessment
  • science competency
  • PISA

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