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Effects of Metacognition Evaluated Strategy on Computer-Based Test System
PROCEEDINGS

, National Taiwan Normal University, Taipei and Ta-Guan Primary School, Taipei County, Taiwan ; , , National Taiwan Normal University, Taipei, Taiwan

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This paper describes implementation of metacognition evaluated (ME) strategy in Computer-Based Test (CBT) systems and evaluates the effects on students taken tests on CBT systems embedded marking and ME strategy. The study is based on a sample test of 217 ninth-graders who were randomly assigned into two groups and were recruited to take an English as Second Language (ESL) test on two versions of CBT systems. The results indicate that ME strategy encourages examinees to apply marking skills and urges examinees to spend more time on reviewing the keys. Girls spent more time on checking and on reviewing more keys than boys did. The findings will be useful in developing CBT systems towards students' learning.

Citation

Chen, L.J., Ho, R.G. & Yen, Y.C. (2006). Effects of Metacognition Evaluated Strategy on Computer-Based Test System. In T. Reeves & S. Yamashita (Eds.), Proceedings of E-Learn 2006--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1882-1890). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 27, 2020 from .

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