Abstract:

Computer-based testing and feedback on student learning outcomes is an increasingly important issue in today's education field. On the one hand, computer-based testing and computer-based assessment allow saving various resources, on the other hand, they support self-regulated learner. In Estonia, there are various centralised computer-based and computer-assessed tests to check students' knowledge at the end of the school year, and many upper secondary schools also use computer-assessed entrance tests. In Estonia, the state examinations at the end of upper secondary school have so far been paper-based, but following the example of neighbouring countries, it seems inevitable to move towards the use of at least partially computer-based tests.
In spring 2023, the University of Tartu, with the support of the Estonian Ministry of Education and Research, offered 12th grade students the opportunity to participate in a free distance learning course in mathematics to fill gaps and support their preparation for the state exam. With more than 800 students enrolled, the course offered the opportunity to test their knowledge and receive feedback through fully computer-assessed tests. Both multiple-choice tests and Moodle STACK tests were used, which also allow students to input mathematical text that can be understood and assessed by the computer.
During the course, feedback was collected from students on the comfort of entering mathematical text in the environment used and on students' perceptions of the usefulness of computer-assessed tests as a support to learning. The students' activity in taking multiple-choice tests was also monitored in comparison with their performance on STACK tests. Taking both types of tests during the course was voluntary.
Analysis of the results showed that students lack experience in entering mathematical text and are therefore more active in completing multiple-choice tests. The STACK tests have the advantage of allowing the mathematical solution to be checked in addition to the answer, while the disadvantage is that the student is guided by the computer to foresee the chosen solution. The students' decision to solve the STACK test was influenced by the balance between the feedback expected for a given task and the complexity of inputting the solution. Therefore, the complexity of entering mathematical text can also affect students' motivation to complete STACK tests.
The study suggests that computer-based testing and feedback can be useful tools to support student learning, but it is important to take into account the students' experiences and attitudes towards these methods. The study provides valuable insights into the attitudes and experiences of students towards computer-generated feedback on their math problem solutions. The findings have practical implications for educators and decision makers who are considering the implementation of computer-assessed tests and computer-based feedback systems. Our study highlights the need for careful consideration of the balance between the convenience of entering mathematical text and accuracy in feedback, as well as the importance of providing students with opportunities to receive feedback from multiple sources, including their peers and teachers.

Keywords:

K-12, computer-assessed tests, mathematics education.