Exam Performance in a Hybrid Course: A Model for Assessing Online and In Class Exam Delivery Modes Susan M.Siegmann[1],Danyelle Moore[2],Christopher P.Aquino[3] ABSTRACT This study involved the impact of different assessment techniques in a higher education hybrid classroom. The study assessed the differences in exam results when student exams were proctored in-class versus online. In a freshmen level international business course twenty-four students participated in the study. The study was conducted with three conditions; students were administered four fifty-question multiple-choice exams with periodic retesting (N=24), a post-exam survey was distributed after exam one which provided feedback regarding student perceptions (N=24), and student feedback regarding the preference of the modes of delivery of exams was noted by the professor throughout the course (N=24). The proctored in-class retest scores for the students after taking the exam online indicated that they retained the material better than when the exam was first administered in a proctored in-class format. In general, exam scores were higher when the exam was administered online verses proctored in-class. The implications of these findings and the model developed by the authors to capture them are discussed herein. Keywords:0 hybrid classroom, blended teaching, exam delivery method, onlineexamintegrity,studentperceptions,highereducation,business [1]Associate Professor of Business, Niagara County Community CollegeInstructional Support Specialist Niagara University [2]Instructional Support Specialist, Niagara University [3]Assistant Professor of Accounting, Niagara University INTRODUCTION0 ExamPerformanceinaHybridCourse:OnlineversusProctoredInGClassExams Asassessmentofstudentperformancehasevolved,sohastheresearchassociatedwithit.Arelevantand timelyquestionlinkedtotheissueofassessmentiswhetherthemodeofdeliveryofanexamimpactsstudent performance.inotherwords,ifanexamisadministeredonlineratherthanproctoredingclass,willstudent performancebeaffected? ThisstudyinvolvesacomparativeanalysisofonlineandproctoredinGclassassessmentsinahighereducation hybridinternationalbusinessfreshmenlevelcourse.forthepurposesofthisstudy,a hybridcourse is consideredacoursethatemploysbothproctoredingclassandonlinedeliverymethods(babsonsurvey ResearchGroup,Pearson,SloanGC,2012).Thewayinwhichaprofessorchoosestoincorporatetechnologyina hybridcoursemayvary,buttheywillalmostalwaysusealearningmanagementsystemsandotherwebgbased toolstoattempttoaddvaluetothelearningexperience.johnson(nmc"horizon"report,"2013)states, technologyisgoingtocontinuetobeapartoftheclassroom whichshouldencourageprofessorstofind morewaystoincorporateit.theincreasinguseoftechnologyintheclassroommeansprofessorsmust determinehowitcanbeusedeffectivelyforthedeliveryofcoursecontent.inaddition,technologyallows studentstoexploreandlearninwaystheywouldnototherwisebeableto.forexample,goingonafieldtrip toanartmuseuminaforeigncountrymaynotbeanoption,buta virtual fieldtriptothemuseumbywayof theinternetmaybefeasible. 70
Oneofthepossiblechangescausedbytheincreaseduseoftechnologyineducationisthemodeofdeliveryof assessmentactivities.changingfromproctoredingclasstoonlineexamsmayallowforincreasedprofessorg studentinteractionduringhybridclasstimebecausetheexamcannowbeadministeredoutsideofregular classtime.thisaddsmoretimeforstudentgstudentandstudentgprofessorinteraction(orcommunity building.)respondingtothediverseneedsanddemandsofstudents(e.g.,distancelearning,reducedtravel timeandcost,necessityformoreflexibilityinschedules,etc.),manyhighereducationprogramshaveadded moreonlineandhybridcourses.(garrison&kamuka,2004).thisprovidesgreateropportunityforcreatinga collaborativeatmospherefilledwithengageddiscussionintheclassroom. Inthisstudy,theprimarypurposeforassessmentactivitiesistomeasuretheamountofmaterialastudenthas retainedandcanrecall.theprofessoradministeredbothonlineandproctoredingclassassessmentsto determinewhetherthemodeofdeliveryforexamsplayedapartinlearningretentionandrecall.thisstudy tookplaceatatwogyearstateschoolofhighereducationandinvolvedatotaloftwentygfourstudentsintwo freshmenlevelinternationalbusinessclassesusingthesameteachingmethods(samecourse). Literature0Review0 ThetransitioninthedeliveryofcoursesfromtraditionalproctoredinGclasstoonlineandhybridinhigher educationisdrivingtheneedforincreasedresearchofteachingandassessmenttechniques.today,threein tencollegestudentsreporttakingatleastoneonlinecourse,thatisupfromoneintenin2003(stengel,2012). Thecollegesoftodayneedtobepreparedtomanagetheincreaseindemandforonlinecontent. Existing literaturesuggeststheneedtosearchforpedagogicalapproachestoonlineeducationthatimprovethequality ofstudentlearning,stimulatefacultyintellectualgrowth,andenhanceoverallacademicproductivity (Bishop, 2003).Effectiveassessmentisacriticalcomponentofqualitylearningandacademicproductivity. Onewaycollegesareaddressingtheincreaseddemandforonlinecontentdeliveryisbyofferinghybrid courses.ahybridorblendedcourseisacoursewherea substantialproportionofthecontent(30g79%)is deliveredonline,typicallyusesonlinediscussions,andtypicallyhasareducednumberofproctoredingclass meetings (Allen&Seaman,2011).TheofferingofhybridcoursesreducestheamountofproctoredinGclass classtimeandchallengesstudentstoworkwiththematerialoutsideofthetraditionalclassroom.thehybrid formatallowstheadministrationofexamstobemovedtoanonlineformat(fromproctoredingclass)ifthe professorchooses.inaddition,withappropriatecontrolsinplace,itmaintainsthesummativeassessment environmentasafinaldisplayofstudentlearning(morgan&o Reilly,1999).Thedecisiontoadministerexams online(versesproctoredingclass)inahybridclassallowstheopportunityforgreaterstudentgprofessor interactionduringtheproctoredingclasstime.however,studentsmaynotbeasfamiliarwithstudyhabitsfor preparationofanonlinetestastheyareforatraditionalingclasstest(hawk,2007). Thehybridenvironmentchallengesstudentstotakegreaterownershipoftheirlearningbecausetheyoften mustloginandworkwiththematerialontheirownschedule.inthisenvironment,studentsmaybegiven controloverthetimingandenvironmentoftheirexambydesigningtheclasstoincludeonlineassessments. Thiscandecreasestressandaidstudentsinmoreefficientlycompletingtheirexamtasks.Itmayallow studentstooptimizetheirsleepgwakecycle resultinginbetterexamperformance (Hartley&Nichols,2008). Inaddition,theprofessorGstudentinteractioncanincreaseintheclassroombecausestudentsshouldbebetter preparedaftercompletingthedeepthinkingactivitiesduringtheonlineportionofthehybridcourse (Kahneman,2011).Itbecomescriticaltoemploytheappropriatetoolforthetaskwhenaskingstudentsto workontheirowntolearnthematerial(graham,2005)(kenney,2012). Kirtman(2009)foundthat changedoesnot necessarilymeanareductioninlearning. Learningisimportant tothestudentwhentheyareinvestedinitandfeelthattheyhavethetimetodoit(prince&felder,2006). 71
Whenaprofessoradministersanexamonline,his/herstudentscantakeitwhenitismostconvenientforthem todoso(withinthewindowoftheexamtime). Differentpeoplefunctionmoreefficientlyatdifferenttimesof day,andthiscanaffecttheirperformanceonanytask. (Smithetal.,2002).Intermsofteachingandlearning, thismeansthatsomeprofessors,andsomestudents,willfunctionbetteratdifferenttimesofday.italso meanssomestudentswillbemoresuccessfulonexamsatdifferenttimesofday(hartley,2008). HollisterandBerenson(2009)foundtherewerenodifferencesincourseorexamperformancewhen comparingaproctoredversesunproctoredonlineexamenvironmentusingactivitygbasedexams.however,it shouldbenotedthehollisterandberensonstudydidnotusemultiplegchoiceexams,aswasdoneinthisstudy. Thoughtestenvironmenthasreceivedsignificantattentionfromresearchers,noinstancesofpreviouswork werefoundwherethemodeofexamdelivery(onlinevs.proctoredingclass),test/retest,andhybridclassroom criteriawerecombined.thesetopicsarethefocusofthisstudy. Method0 0 ThepopulationunderstudyconsistedofundergraduatestudentsenrolledintwofifteenGweekhybridfreshmen levelinternationalbusinesscoursesatatwogyearcollege.theresearchteamconsistedofaclassroom professorteachingthetwointernationalbusinesscoursesinwhichthestudywasconductedandtwo collaboratingmembersfromanearbyfourgyearmastersgrantinginstitution.thefirstwasafacultydeveloper withknowledgeandinterestintheareaofonlinetesting.thesecondwasanaccountingprofessorwhowas interestedinlearningmoreabouttheintegrityofonlineassessment. Theclassroomprofessortaughttwosections,backtoback,ofthesameinternationalbusinesscourse.The earliersectionwillbereferredtothroughoutthisstudyasclassaandthelaterasclassb.theprofessor administeredfourexamsthroughoutthesemester.eachexamconsistedoffiftymultiplegchoicequestions; wasofequalvalueintermsofvolume,complexityandcontributiontotheoverallgradeoftheclass;andnone werecomprehensiveinnature.theexamswereadministeredintwodifferentmodes,onlineandproctoreding class,andatdifferenttimesthroughoutthesemester. Theexamdates(excludingretests)wereprovidedtostudentsonthesyllabusatthebeginningofthesemester withanexplanationthatanyoftheexamscouldbeadministeredonlineorproctoredingclass.astheyentered classroomonthedayoftheexam,studentswerenotifiedwhethertheywouldbetakingtheexamproctored ingclass(atthattime)oronline(theyhaduntilmidnightthatnighttocompletetheexamonlineinthelearning ManagementSystem).Assuch,allstudentsshouldhavebeenpreparedfortheproctoredinGclassexamwhen theyarrivedtoclassonthepregannouncedexamday.thisdesignwasemployedasatattempttoovercome thereducedperformanceofonlineexamsassociatedwithoverconfidenceandassociatedlimitedpreparation. Inotherwords,ifstudentsknowanexamwillbeonlinetheremaybeatendencynottoprepareaswellforthe exambecausetheyknowtheywillhaveaccesstooutsideresourceswhiletakingtheexam.bynotknowing whichformatwouldbeemployedandwhattimeofdayitwouldbeadministered(eitheringclassatthetimeof theclassofafterclassuntilmidnightonthedayoftheexam),thestudentspreparedasifitwasaningclass exam.thispreparationislikelytohavebeenmorerigorousthaniftheyknewtheexamwasgoingtobeonline. Inpart,thisstudyisaresponsetothecallformoreresearchbytheHollisterandBerenson(2009)study,the differencebeingmultiplegchoicequestionswereemployedhereinwhilehollisterandberensen(2009)used activitygbasedassessmenttechniques.xuandjaggars(2013)foundthatifstudentsknewinadvancethekind oftesttheyweregoingtotake,theoutcomewasaffected.therefore,inthisstudystudentswerenotpreg notifiedoftheexamformat.however,itshouldbenotedthatbecausestudentsdidnotknowtheformatof theexamaheadoftimetheywerelikelypreparedtotaketheingclassexam.iftheexamwasthenannounced 72
tobeonlinetheyhadextratime(untilmidnightthatday)tostudymore(ifdesired)beforecompletingthe exam. AllonlineexamswereadministeredwithcontrolsprovidedbytheLearningManagementSystemusedforthis course.thesecontrolswereputinplacetomaintainconstructvalidity(shuell,1986).morespecifically, constructvaliditywasmaintainedbyusingthesametestquestionsandanswerchoices,thenscramblingthe orderofbothinthedifferenttestingenvironments.thiswasdonetohelpensureexamswouldbeequally rigorousduringanyfutureretestingofthematerial.however,becausethesameexamquestionsandanswers wereusedforinitialexamsandretests,therewastheriskthat questionmemorization (Squire,1992)and/or priming mightaffecttheoutcomesofthestudy.primingreferstothephenomenonthatonceanobjecthas beenperceivedorprocessed,itcanbemoreeasilyperceivedorprocessedthenexttimeitisencountered (Baddeley,2004). TheLearningManagementSystemwassettolimitthetimeastudentcouldspendonanonlineexamtosixty minutesandtorandomizethequestionsandanswersforeachstudenttakingtheexam.allproctoredingclass examswereadministeredwiththesamecontrolsfortime(sixtyminutes)andthesamequestionsandanswers astheonlineexam,butthequestionswerenotrandomizedforeachstudenttakingtheexam.duringthonline exam,studentsviewedtheentireexamatonceallowingforbacktrackingtoemulatethepaperandpencil testingenvironment.however,duetothescramblingfeatureofthelearningmanagementsystemforonline exams,questionsandanswersforproctoredingclassexamsweredeliveredinadifferentorderthanforonline exams.samavatietal(2012)recommendsreducingthetimeallowedforonlineexamsto65g75%ofthetime allowedforproctoredingclassexamstoaccountforthefactthatstudentshaveaccesstooutsideresources whiletakingonlineexams.thiswasnotdoneinthisstudy.hillierandfluck(2013)notethereisapprehension onthepartofacademicsandmanagementadoptingnewfullyelectronicprocessesforhighstakesexams insteadofthefamiliarpaperbasedprocesses.thisisabarrierthatneedstobeaddressedwithreliabledigital systemsandprocedurestomakeasmoothtransitionfrompentokeyboard.duringthetimeaprofessor choosestoconvertanexamthesupportoftheteachingandlearningcenterandexperiencedcolleaguesare imperativebecauseoftheuncertaintyandlearningcurvewithnewtechnologytheprofessorisexperiencing. Tominimizetheimpactofquestionmemorizationand/orpriming,allretestswereadministeredoneweek aftertheinitialexams.testgretestreliabilityisameasureoftheconsistencyofapsychologicaltestor assessment(shuell,1992).thisisusedtodeterminetheconsistencyofatestacrosstime.retestmethod, whereatestisgiventothesameindividualsafteracertainamountoftimehaspassed,isoneoftheeasiest waystoascertainthereliabilityofmeasurements.normallythecorrelationofmeasurementsacrosstimewill notbeperfectbecauseofthedifferentexperiencesandattitudesthatrespondentshaveencounteredfromthe timeofthefirsttest(key,1997).inthisstudy,thismeansstudents experiencesthroughouttheweekmay haveaffectedtheirperformanceontheretest. Thehybridcourseunderstudywasdesignedso60%ofthefinalgradewasequaltotheaverageofthefour exams(15%each).thestudentscouldnotdoharmtotheirgradeduringretesting,buttherewasanincentive totrytoperformwellonaretestbecausethehigherofthetwoscores(theinitialtakeortheretest)was averagedintotheirfinalgrade.theremaining40%ofthecoursegradeconsistedofaseriesofcasestudy activitiesthatwassupplementaltotheseassessmentactivities. TheexamdeliverymodeforClassAwasonlinethenaproctoredinGclassretestforexamone,online(noretest) forexamtwo,proctoredingclassthenaproctoredingclassretestforexamthree,andonline(noretest)for examfour.examdeliverymodeforclassbwasproctoredingclassthenaproctoredingclassretestforexam one,online(noretest)forexamtwo,proctoredingclassthenaproctoredingclassretestforexamthree,and online(noretest)forexamfour(seetable1:examresults). 73
FollowingtheexamoneproctoredinGclassretest,allstudentswereaskedtocompleteashortsurveyrelating tothedifferentexamdeliverymodes.thesurveyconsistedofeightdemographicandopengendedquestions. Studentscompletedthesurveyinclasswhiletheywerewaitingtoreceivetheirretestscoreonexamonefrom theprofessor.thepurposeofthesurveywastocollectfeedbackonthemodeofdeliveryandexpectedresults fromthestudentsintheclass. Findings0 Belowisatableoutliningtheaverageexamscoresachievedbystudentsinthetwointernationalbusiness classesunderstudy.thedeliverymodeoftheexamislistedwhereol=onlineandic=proctoredingclass.ifan examwasretested,therearetwoexamscoresintheboxandthedeliverymodeofbothexamsisalsoreported inthesamebox.forexample,classaexamonewasoriginallyadministeredasanonlineexam,butwas retestedunannouncedingclassaweeklater.essentially,therewereatotaloffourunannouncedretests Table1:ExamResults ClassA (n=12) ClassB (n=12) Examone OL81.38%/IC63.8% IC74%/IC59.5% Examtwo OL80% OL71.6% Examthree IC58.4%/IC58% IC55.4%/IC61% Examfour OL78.4% OL73.6% AsindicatedinTable1,examonewasinitiallyadministeredinClassAonline(81.38%)andproctoredinGclassas aretest(63.8%)exactlyoneweeklater.thestudentsearnedaclassaverageof17.58%pointsmoreonthe initialonlineexamthantheydidontheproctoredingclassretest.thesameexamwasadministeredtoclassb proctoredingclassbothtimes(74%/59.5%)andtheclassaveragewas14.5%pointsmoreontheinitial proctoredingclassexamthanontheproctoredingclassretest.examtwowasadministeredinclassa(80%)and ClassB(71.6%)onlineonly(noretest).ExamthreewasadministeredinClassA(58.4%/58%)andClassB (55.4%/61%)proctoredinGclassforboththeinitialandretestexams.ExamfourwasadministeredtoClassA (78.4%)andClassB(73.6%)onlineonly(noretest).Bothclassesearnedhigheraveragescoresonallonline examswhencomparedtotherespectiveproctoredingclassequivalentexams.theexamscoresareconsistent withotherassignmentsinthecoursewhereclassaconsistentlyoutperformedclassb. AlowerscoreontheproctoredinGclassretestforClassAonexamone(initialonline/retestproctoredinGclass) mayhaveoccurredbecausestudentshadaccesstoadditionalresourceswhentakingtheexamonline.alower scoreontheproctoredingclassretestforclassbonexamone(initialproctoredingclass/retestproctoreding class)mightbeexplainedbythefactthatretentiondissolvesquicklywhenstudentsmoveawayfromthe testingdate(johnson&mayer,2009).classaoutperformedclassbonboththeinitialexam(onlineforclassa andproctoredingclassforclassb)andtheproctoredingclassretest(proctoredingclassforbothclassaand ClassB.)ThismayindicatethattheonlinedeliveryoftheexaminsomewayhelpedtheClassAstudentsbetter learnandrecallthematerial. 0 0 74
Survey0Results0 The Online Journal of Distance Education and e-learning Volume 2, Issue 4 Afteradministeringtheretestonexamone,studentsweregivenashortsurveytocomplete.Amajorityof studentswhocompletedthesurvey(n=24)sharedpositiveremarksaboutonlinetesting(seeappendixafor thesurvey).therewasverylittlevariationbetweentheresponsesinclassawhencomparedtoclassb.for example,whenaskedtofinishthefollowingsentence, Thedifferencebetweenthegradesismostlikely because,studentsrespondedwithanswersdemonstratingtheirawarenessofthepossibilityofgreater learningtakingplaceduringonlinetestingasfollows: Acomfortableenvironmenthelpsstudentswithtestanxietydobetterontestsandretain moreinformation. Investigationofthematerialwhiletakingthetestincreasesthelearningofthematerial. Studentsliketheindependenceofonlinetesttaking. ParallelsrealGlifeexperienceinthefieldoftraining Lessstressful Prefertheabilitytoresearchthematerialthattheyarenotfamiliarwith LearnmoreinGdepthastheyreadthematerialtheydidnotknowonthetest Studentswerealsoaskedonthesurveyiftheyfeltthegradesearnedonlinewereatrueindicatorofstudent understandingofthematerial.theyansweredasfollows: Youneedtounderstandthematerialtoworkonlineefficiently. Itisuptothestudenttotakeresponsibilitytostudywithoutbeinginclass. Youmustreviewmorebecausethereislessteacherinteraction. Iwouldn thavegottenan84onthesecondtest/retestifihadn tdoneanystudyingfortheprevious test.irememberedmostofthematerial. Youareonyourownmostofthetimeanditisuptoyoutolearnit. Twopositiveaspectsofonlinetestingwererevealedthroughthestudentsurvey.First,onlinetestingisoften lessstressfulforstudentsand,second,theabilitytoresearchthequestionswithinspecifiedtimeconstraints mimicstherealworldbusinessenvironment.theseresultswereconsistentwiththosereportedinastudyby Greenberg,etal.(2008). Discussion00 Inthisstudy,theaveragegradesforonlineexamswerehigherineverycase.Thedifferenceinexamscores betweenonlineandproctoredingclassexamscouldbeexplainedbydifferentpreparationtechniquesthat studentsuseforonlineversusproctoredingclassexams(hawk,2007).hawkfoundthatstudentsaremore familiarwithproctoredingclassexamsandknowhowtostudyandprepareforthem.however,inanother 75
studyaccesstooutsideresourcescompensatedfortheunfamiliarformatofonlineexams(miller,rainer& Corley,2003). Anotherpossibleexplanationforbettertestresultsintheonlineenvironmentcouldbetimeofday(Hartley& Nichols,2008).Studentswererequiredtotakeonlineexamsafterclassonexamdaybutbeforemidnight. Theywereinformedofwhichitwouldbeonlywhentheyenteredtheclassroomonthedayoftheexam.Ifthe examwastobeonline,theycouldchoosethetimethatbestfittheirscheduleandmoderatedtheirstressors. Ifthiswasafactorinthedifferenceinperformanceinthisstudy,itimpliesthatconvenienceshouldbebuilt intothestructureofahybridclass.withflexibilityoftimetheresearchersdidlookatsubmissiontimesfor onlineexamsandfoundsubmissiontimeswerenotclosetooneanotherleadingtotheconclusionthat studentsintheclassesdidnotworktogetherwhileactuallycompletingtheexam. Inthisstudytheinclassretestgradeswereessentiallythesameregardlessofwhetherstudentstooktheinitial examinclassoronline.thisistrueforexamoneandexamthree.theseresultsareconsistentwiththose foundinthe2008studybygreenberg,etal.wheretheystated: Ourquantitativeanalysisresultedinnosignificantdifferencesbetweenthemeanscoresofthecontentitems onthecomprehensivefinalthatwereinitiallyassessedwithaproctoredingclassexamandthoseinitially assessedwithanonlineexam.thiswasanimportantfindingbecauseitsuggestedthattraditionally administeredexamsdidnotnecessarilyresultinbetterperformanceonatraditionallyadministered comprehensivefinalgandthesamedegreeofusefulnessintermsofperformanceonfinalexamsforonline exams. NumerousstudieshaveproposedthatstudentperformanceononlineandproctoredinGclassassessmentsis statisticallythesame(hollister&barenson,2009),(larson&chungghsien,2009),(stowell&bennett,2010), (Mentzer,etal.,2007).LarsonandSung(2009)employedcontrolsforproctoringintheonlinesectionofthe course.thestudyrequiredstudentstofindaproctoratauniversityorcollege,library,ormilitaryinstallation andtheproctorwasrequiredtocheckphotoidentification.hollisterandberenson(2009)foundtherewereno differencesincourseorexamperformancewhencomparingaproctoredversesunproctoredonlineexam environmentusingactivitygbasedexams.however,asmentionedearlier,thehollisterandberensonstudydid notusemultiplegchoiceexams,aswasthecaseinthisstudy. Commentsfromthesurveyadministeredinthisstudyindicatedthatacomfortableenvironmenthelpsstudents performbetteronexamsandhelpsthemtobetterretaintheinformationbeingtestedon.thismaybe becausethestudentsoftodayareoftenmorecomfortablewithtechnologythantheyarewithpenciland paper. ResearchontestingviacomputergoesbackseveraldecadesandsuggeststhatformultipleGchoice tests,administrationviacomputeryieldsaboutthesameresultsasviapaperandpencil. (Bunderson,1989). However,morerecentresearchshowsthatforyoungpeoplewhohavegonetoschoolwithcomputers, nationalandstatetestsadministeredviapaperandpencilcanyieldsevereunderestimatesofstudents'skillsas comparedwiththesametestsadministeredviacomputer. (Russell,1999).Testanxietyduringanonline assessmentisshowntobelowerthanthatfeltbystudentswhentakingpencilandpaperassessments(stowell &Bennett,2010). Perhapsthemostsignificantcontributionofthisstudyisthedesignoftheretest.Inthestudy, studentsenteredtheclassroomonexamdaywithoutknowingwhethertheywouldbetakingtheexam proctoredingclassatthattimeoronlinelaterintheday.thismeanttheyneededtoprepareasifitwasgoing tobeaproctoredingclassexam.ifitturnedintoanonlineexam(laterthatday)theyhadthebenefitofboth proctoredingclassexampreparationandtheuseofoutsideresourceswhiletakingtheonlineexam.thismay bethebeststructureforahybridclassassessment.inotherwords,ifahybridclassisdesignedsostudentsare unawareofwhethertheexamwillbeproctoredingclassoronline,theywillhavetoprepareforaproctoreding classexam.iftheexambecomesanonlineexam(laterthatday,)performancewilllikelybegreaterthanifit 76
waseitheranexpectedonlineorexpectedproctoredingclassexambecausestudentswillhavethebenefitof themorerigorousexampreparation(expectedproctoredingclassexam)andtheuseofoutsideresources (onlineassessmentresourcessuchastextbook,notes,internet,etc.) Limitations0and0Recommendations0for0Future0Research0 Thisstudywaslimitedbythesmallsamplesize(n=24)andbecauseitwasconductedatasingleinstitutionand inasinglecourse.arecommendationforfutureresearcheffortsinthisareawouldbetoadministertoalarger groupacrossinstitutionsanddepartmentsorreplicatethestudyinmultiplecourses.thelimitationofasmall samplesizemayalsohaveaffectedthesurveyresultsifthestudentsfeltidentifiable.assuch,futureresearch inthisareausingstudentperceptionsurveyswouldbenefitfromtheuseofonlineanonymoussurveying. Thepossibilityofstudentsstudyingforthesecondretestisalsoalimitationandmayhaveaffectedtheexam twoproctoredingclassretestscore.inotherwords,theelementofsurprisemayhavebeenlessenedafterthe retestprocesshadbeenusedearlierinthecourse.tocontrolforthisfactor,examsshouldbeproctoredonline andretestedmultipletimesifpossible.thisshouldbeemployedinbothclassesasclassbdidnothavethe onlineexamfollowedbyaningclassretestforthisstudy. Itisalsoimportantforfutureresearchersinthisareatomaintainconstructvalidityiftheydecidetochange examquestionsandanswerstofurthereliminatethepotentialforquestionmemory.retestingoneveryexam, thoughpossible,isnotrecommendedbecausestudentswouldexpecttheopportunitytoimprovetheirgrade andwouldlikelypreparefortheretest.however,thiswouldoccuronlyifstudentswerenotpleasedwiththeir initialexamscore.thismayskewtheretestresults.itispossiblethiswasanissueontheretestofexamthree inthisstudy. Achangeinexamformatmayalsoimprovethevalidityoftheresults.Forexample,ratherthanutilizingall multiplegchoicequestions,futurestudiesmaychoosetoadministershortgansweroressayquestionsforinitial orretests.futurestudiesmayalsoconsidertheuseofasecuredonlinetestingenvironmentsuchaslockdown Browserorliveproctoringtominimizetheuseofoutsidematerials. Conclusion0 A2011studybyAllenconcludedthelevelofstudentsatisfactionisapproximatelythesameforbothonlineand facegtogfacecourses.studentsparticipatinginthisstudyreportedthattheyweresatisfiedwiththeonline testingenvironmentandthatitdecreasedtestanxiety.overalltheprofessorandstudentsinthisstudyhad positiveexperienceswithonlinetesting.thissupportsthehypothesisthatmodeofdeliveryofexamsdoes affectoverallperformance.basedonthequalitativeandquantitativedatacollectedinthisstudy,thestudents earnedahigheraveragegradeandperformedbetterwhentheywereassessedusingonlineexams.thiswas supportedbyallonlineexamscoreswhencomparedtotheirproctoredingclassequivalents. Onlineexamsallowforgreaterflexibilityinscheduling.Inaddition,studentsenjoyusingmoderntechnology andreceivingimmediatefeedbackoftheirtestperformance.thesefactorsmeanonlineexamsareoftenless stressfulforstudentshowever,studentsarealsomorecomfortablepreparingfortraditionalingclassproctored exams(hawk,2007).thisislikelybecausethemajoritytheexamstheyfaceearlyinlifeareadministeredin thisformat.assuch,werecommenddesigninghybridcourseswithrandomtestingmodes,alternating betweenonlineandproctoredingclassformats.thiswillallowstudentstoprepareforexamsinamannerthat ismostcomfortableandfamiliartothem(ingclass)andto take atleastsomeportionsoftheirexamsina mannerthatislessstressfultothem(online.)thisprovidesa bestofbothworlds assessmentapproachtoa hybridclass.inaddition,therandomizationofmodeofdeliverymayincreaseperformanceonallexams. TheprimarypurposeofthisstudywasnottoquantitativelyproveordisprovewhetherinGclassoronline assessmentissuperior,ratheritwastoestablishandapplyaprocess/modelfordoingso.theresearchersfeel 77
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