Assessing Teachers and Students Perception of Computer Adaptive Testing (CAT) in Educational Assessment in Senior Secondary Schools in Owerri, Imo State
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Abstract
Despite many advantages of Computer Adaptive Testing (CAT) and its wide adoption some stakeholders particularly teachers and students are reluctant to transit from paper-based testing to computer-based testing. This study assessed teachers and students perception of Computer Adaptive Testing (CAT) in educational assessment in senior secondary schools in Owerri, Imo State. The study adopted non-experimental design. Population of the study comprised 830 SS3 students and 152 Teachers in senior secondary schools. Simple random sampling technique was used to select 120 SS3 students and 35 teachers from five schools. Four research questions and two hypotheses were developed for the study. Two research instruments titled “Teachers’ Perception of Computer Adaptive Testing and its Challenges Questionnaire” (TPCATCQ) and “Students’ Perception of Computer Adaptive Testing and its Challenges Questionnaire” (SPCATCQ) were developed and used for data collection. The instruments were face and content validated by two experts. Cronbach Alpha reliability coefficient was used to determine the instruments which yielded reliability coefficients of 0.82 and 0.86. Mean and standard deviation were used to answer the research questions while t-test was used to test the hypotheses. The results revealed among others that both teachers and students had positive perception towards Adoption of Computer Adaptive Testing (CAT) in educational assessment. The study concluded that Computer Adaptive Testing (CAT) in educational assessment in Senior Secondary Schools is indispensible. Based on these findings, it was recommended that State government should ensure that Computer Adaptive Testing (CAT) in educational assessment is encouraged by providing necessary infrastructures.
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