An investigation of the validity of course‐based online assessment methods: The role of computer‐related attitudes and assessment mode preferences

• Published in: Journal of computer assisted learning 2019-02, Vol.35 (1), p.51-60
• Main Authors: Hewson, Claire, Charlton, John P.
• Format: Article
• Language: English
• Subjects: assessment mode; Assessments; Attitudes; CAI; College Students; Colleges & universities; computer anxiety; Computer assisted instruction; Computer Assisted Testing; Computer Attitudes; Computers; computer‐related attitudes; Distance learning; Identification methods; Investigations; online assessment; Preferences; Reliability analysis; Student Attitudes; student preferences; Student Role; Students; Test Reliability; Test Validity; Validity
• ISSN: 0266-4909; 1365-2729
• DOI: 10.1111/jcal.12310

The use of e‐assessment methods raises important concerns regarding the reliability and validity of these methods. Potential threats to validity include mode effects and the possible influence of computer‐related attitudes. Although numerous studies have now investigated the validity of online assessments in noncourse‐based contexts, few studies have addressed this issue in an educational context. The present study helps fill this research gap by investigating whether university students' computer‐related attitudes and assessment mode preferences were related to performance on a course‐based online assessment task. Overall, students' attitudes and preferences bore no greater relationships to performance on the online than offline module assessment tasks. This provides support for the validity of course‐based online assessment methods and should help alleviate educators' concerns and encourage more widespread adoption of these methods, helping address the issue of their slow uptake to date. Suggestions for follow‐up studies to corroborate and extend the current findings are offered. Lay Description What is already known about this topic: The validity of course‐based online assessments is an important current research topic. Existing studies mostly support their validity but further research is needed. The role of students' computer‐related attitudes warrants further investigation. What this paper adds: A study that investigated the validity of a course‐based summative online assessment. Students with less positive computer attitudes were not disadvantaged by completing an assignment online. Directions for fruitful follow‐up research on this topic are identified. Implications for practice and/or policy: Supports the validity and use of course‐based online assessment methods. Encourages more widespread adoption of course‐based online assessments. Identifies future research directions to help inform e‐learning practice and policy.