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A Meta-Analysis of Test Scores in Proctored and Unproctored Ability Assessments
Unproctored, web-based assessments are frequently compromised by a lack of control over the participants' test-taking behavior. It is likely that participants cheat if personal consequences are high. This meta-analysis summarizes findings on context effects in unproctored and proctored ability...
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Published in: | European journal of psychological assessment : official organ of the European Association of Psychological Assessment 2020, Vol.36 (1), p.174-184 |
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Main Authors: | , , |
Format: | Article |
Language: | English |
Subjects: | |
Citations: | Items that this one cites Items that cite this one |
Online Access: | Get full text |
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Summary: | Unproctored, web-based assessments are frequently
compromised by a lack of control over the participants' test-taking
behavior. It is likely that participants cheat if personal consequences are
high. This meta-analysis summarizes findings on context effects in unproctored
and proctored ability assessments and examines mean score differences and
correlations between both assessment contexts. As potential moderators, we
consider (a) the perceived consequences of the assessment, (b) countermeasures
against cheating, (c) the susceptibility to cheating of the measure itself, and
(d) the use of different test media. For standardized mean differences, a
three-level random-effects meta-analysis based on 109 effect sizes from 49
studies (total N = 100,434) identified a pooled
effect of Δ = 0.20, 95% CI [0.10, 0.31], indicating higher
scores in unproctored assessments. Moderator analyses revealed significantly
smaller effects for measures that are difficult to research on the Internet.
These results demonstrate that unproctored ability assessments are biased by
cheating. Unproctored assessments may be most suitable for tasks that are
difficult to search on the Internet. |
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ISSN: | 1015-5759 2151-2426 |
DOI: | 10.1027/1015-5759/a000494 |