After identifying the program, directors were asked how many classes of students were graduated, the total number of students initially enrolled in these classes, and the total number of students who graduated.Directors were then asked to indicate whether there was an Increase, Decrease, or No Change in the Number and Quality of students.The survey went on to ask about what percentage of 2006 graduates sought employment and what percentage got employment in medical laboratories.The directors were then asked what their expectations were for changes in the upcoming year (Decrease or Increase in Class Size, possibility of Program Discontinuation, or Other [with space for specifying what this might be]).Space was provided at the end of the survey for any comments the directors wished to provide.In order to avoid artificial deflation of the numbers, when the averages for class size, number enrolled, number of graduates, percentage seeking employment in the laboratory field, and percentage gaining employment in medical laboratories were computed, the programs that had no students or graduates were excluded from the calculations.For this reason, the employment rate reported below is based solely on graduates who actually sought employment according to the program directors who responded to this survey.Following the layout of the previous surveys, in order to study any regional differences, the programs were divided into 10 regions.This division is based solely on the first digit of the program's zip code.The first digit of the zip code is allocated as described below.The number of responses from that area is listed after the specification of which states, etc, constitute the area and the percentage of total responses (N=443).

AbstractIn recent years, there has been increased interest in converting from paper-and-pencil to computer-based tests. As more and more organizations consider converting from paper-and-pencil tests to computer-administered ones, the importance of such research increases dramatically. This article examines the research showing the equivalence of paper-and-pencil–administered tests and computer-administered tests, especially when the computer-administered test is exactly the same as the paper-and-pencil test. Four different categories of research on testing by computer are examined: previous reviews of research, standards and guidelines for computerized testing, individual research studies, and studies about computerized testing over time. From this review, a number of general conclusions about testing by computer are reached: (a) it can be equivalent to a paper-and-pencil test, but it is the responsibility of the test developer to prove that it is; (b) this equivalence is established by meeting stringent ...

(1993). Study practices and attitudes related to academic success in a distance learning programme. Distance Education: Vol. 14, No. 1, pp. 97-112.

This study addresses two aspects of time limits on testing. The first involves the relationship of time limits on the mode (paper-and-pencil or computer-based) of test administration. The second concerns means of evaluating exam speededness, with special attention given to student feedback. Written and computer-administered examinations delivered during the spring and summer of 1987 were analyzed to determine whether a 2-hour time limit for examinations allowed sufficient time for students to complete their exams. A variety of assessment methods was used, including a survey instrument that measured student perceptions of exam speededness. Results consistently indicated that the present 2-hour limit provides ample time for examination completion. There was no evidence to indicate that how long a student took to complete an examination was related to student performance on that examination. Findings suggest that students are flexible in adapting their "pace" to the time limits imposed upon them.Keywords: testingmeasurement

Students at a nationwide distance-learning institution were surveyed concerning their attitudes about computer administered testing and about their past computer experience. Respondents were preclassified as computer test takers, paper-and-pencil test takers, or takers of both types of tests, based upon self-selected test-taking habits. Discriminant analysis indicated that (a) variables related to computer experience were not related to preferred mode of testing, (b) attitudes and beliefs about computerized testing were significantly related to preferred mode of testing, and (c) items measuring extrinsic benefits associated with computerized testing accounted for the greatest portion of explained variance among groups. An alternative to the “computer anxiety” construct is suggested: The extent to which computer experience and computer anxiety influence one’s willingness to use a computer may depend upon the task to be accomplished with the computer. Accordingly, it may become necessary to address situation-specific anxieties (e.g., computer test-taking anxiety) rather than assuming a general computer anxiety construct.

The computer has become a major technology in testing. A great deal of research is being done on the computer and testing. Ironically, although most testing presently uses computers to administer classical tests, the vast majority of the research is on Item Response Theory and Computers and/or computer adaptive testing. This report discusses findings from 6 years of use of computer administered testing by The American College. In general, student performance on computer administered exams is as good as, if not better than, that on paper-and-pencil exams. Furthermore, students prefer computerized exams because (a) they may take the exam when they believe they are ready for it and (b) they receive their grade (pass or fail) immediately upon completion of the test. General considerations for the use of computers to administer tests and specific considerations and concerns for large-scale computer administered testing are noted. In general, the availability of computer hardware and software for testing does not make or even begin a testing program. It only enables such a program to be considered.

Educational Measurement: Issues and PracticeVolume 8, Issue 4 p. 28-28 Students Prefer Computer-Administered Testing Alan C. Bugbee Jr., Alan C. Bugbee Jr. American CollegeSearch for more papers by this author Alan C. Bugbee Jr., Alan C. Bugbee Jr. American CollegeSearch for more papers by this author First published: December 1989 https://doi.org/10.1111/j.1745-3992.1989.tb00344.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume8, Issue4December 1989Pages 28-28 RelatedInformation