Reference : How do pupils experience Technology-Based Assessments? Implications for methodologica...
Scientific congresses, symposiums and conference proceedings : Unpublished conference
Social & behavioral sciences, psychology : Multidisciplinary, general & others
Educational Sciences
http://hdl.handle.net/10993/45449
How do pupils experience Technology-Based Assessments? Implications for methodological approaches to measuring the User Experience based on two case studies in France and Luxembourg
English
Lehnert, Florence Kristin mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) >]
Lallemand, Carine mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) > ; Eindhoven University of Technology > Industrial Design]
Fischbach, Antoine mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) >]
Koenig, Vincent mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) >]
12-Nov-2020
No
National
LuxembourgEducational Research Association (Luxera) Conference
12-11-2020
Luxera
[en] Human-Computer Interaction ; User Experience ; Technology-Based Assessment
[en] Technology-based assessments (TBAs) are widely used in the education field to examine whether the learning goals were achieved. To design fair and child-friendly TBAs that enable pupils to perform at their best (i.a. independent of individual differences in computer literacy), we must ensure reliable and valid data collection. By reducing Human-Computer Interaction issues, we provide the best possible assessment conditions and user experience (UX) with the TBA and reduce educational inequalities. Good UX is thus a prerequisite for better data validity. Building on a recent case study, we investigated how pupils perform TBAs in real-life settings. We addressed the context-dependent factors resulting from the observations that ultimately influence the UX. The first case study was conducted with pupils age 6 to 7 in three elementary schools in France (n=61) in collaboration with la direction de l’évaluation, de la prospective et de la performance (DEPP). The second case study was done with pupils age 12 to 16 in four secondary schools in Luxembourg (n=104) in collaboration with the Luxembourg Centre for Educational Testing (LUCET). This exploratory study focused on the collection of various qualitative datasets to identify factors that influence the interaction with the TBA. We also discuss the importance of teachers’ moderation style and mere system-related characteristics, such as audio protocols of the assessment data. This study contribution comprises design recommendations and implications for methodological approaches to measuring pupils’ user experience during TBAs.
http://hdl.handle.net/10993/45449

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