Web-based Test Theoretical Description

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6. Web-based Test

In recent years, the advancement of technology, particularly the Internet, has affected in the way of people learn. Through the Internet, students are urged to research, explore and express themselves in ways which are not possible, practical or powerful with more conventional means Castro et al, 1999. The term web- based testing is defined as a small-scale “home-grown” test available on website Brown, 2004: 14. Besides, the large-scale test which is standardized, involves thousand or even tens thousands of test-takers such as TOEFL ® and TOEIC ® . Web-based test is also known as computer-assisted or computer-based test. a. The Advantages of Web-based Test The use of computer in giving web-based test offers several advantages. Below, they are the advantages according to Brown 2004: 14: 1 self-directed testing on various aspects of a language vocabulary, grammar, discourse, one or all of the four skills, etc, 2 practice for upcoming high-stakes standardized tests, 3 large-scale standardized test that can be administered easily to thousand of test takers at many different stations, then scored electronically for rapid reporting of result, and 4 it provides opportunity to students for increasing their technological knowledge Chafe et.al, 1999. Moreover, the use of internet for web-based test provides more opportunity for the test- takers without the limitation of time and place. For 38 students, WBT can increase motivation levels for educational tasks because it involves learning computer. Muehleisen et al, 1997 also states that computer utilizing provides a strong intrinsic motivation for students as they are still relatively new and exciting. CBT has flexibility to be offered to the students. It will suit the students who are ready to take the test. Besides the advantages, CBT also has disadvantages such as lack of security and the possibility of chatting, less of human interaction especially in oral production. b. Role of Computer and Teacher in Web-based Test The use of computers in testing is attracted because it allows some application software which provides different experiences of conducting a test than conventional paper-pencil test. Computer in WBT is developed to drill students by providing some tests, useful feedback, and direct result. The test items in WBT are made on the basis of students’ level. According to Warschauer 1998, the role of computer is divided into 3. The first, computer can be act as a tutor. It means that the computer replaces the teacher position which provides information for students. Second, it performs as a stimulus which motivates students to learn more. Third, it performs as a horse work. It means that teacher and learners use computer to create information. Since CALL can be used as facilitator for learning languages, computer can also be used to give a test, Computer-based Testing CBT. In CBT, computers are operated as a testing medium because it facilitates the students to conduct the test. In this study, computer can be categorized as a stimulus because it helps students to learn from their mistakes by using feedback provided. 39 Teacher’s position in conducting WBT is not directly needed because teacher provides the tests which can be implemented anytime and anywhere through the Internet provider. Although WBT does not need the presence of teacher, he or she has a responsibility to be a facilitator in school by preparing the school facilitation. Means and Olson et al, 1997 state that there is a certain amount of overhead that goes with learning to use any new technology. It seems that teachers need to acquire skills of operating product of technology in order to provide better education. c. Website Evaluation To develop a good website, designer requires considering some criteria. Website development should be user-centered, hence evaluating the evolving design against user requirements based on the objectives of the website design. As assessed in http: www.usabilitynet.org, the evaluation of the website can be measured from site structure and content, support navigation, page design, management and maintenance, as follows: 1 Structure and content The substance and information on the site should be relevant to the site and should target the area of the public that the website is concerned with. 2 Support navigation or usability The site should be user-friendly, with the interface and navigation simple and reliable. 40 3 Page design or appearance The graphics and text should include a single style that flows throughout, to show consistency. The style should be professional, appealing and relevant. 4 The management and maintenance The site must be easy to find via search engines or advertisement media. Then, continuance of the site must be preserved. Roever et al, 2001 added some qualification on website evaluation. He stated that qualitative and quantitative validation of web-based test does not differ in principle from validation of other types of test. However, there are specific validity issues introduced by testing medium. 5 Computer familiarity It deals with test taker’s varying familiarity with computers. It can influence their scores and introduce construct-irrelevant variance Kirsch et al., 1998. Tutorials to increase computer familiarity can eliminate this effect. 6 Typing speed Differences in test takers’ typing speed are potentially more serious sources of error variance and are not amenable to quick training. However, typing speed is influencing written test only. 7 Delivery failures and speediness It deals with technical problem that can happen if the test takers accidentally double click instead of single-clicking a button that can cause errors for the next steps. 41 8 Loading time and timer This factor is important for timed tests during download and restarts the page.

7. Application Software