Today, dozens of admissions, placement, certification, and licensure
testing programs are administered on computer, with the number growing
each year. On the K–12 front, several states already conduct their
annual accountability testing on computer, and many others are poised to
join in. Hundreds of schools or districts also employ CBTs in a
formative or diagnostic role in service of instruction. Computer-based
testing (CBT) is an efficient way for test sponsors to provide a secure,
consistent environment forcertification and licensure while
significantly enhancing the candidate experience. It is common for
testing volumes to increase after a full conversion from paper-based
testing (PBT) to CBT, often as a result of the availability of a greater
number of testing locations and more flexible scheduling and testing
opportunities. Migration from PBT to CBT does affect candidate behavior,
however, and it is possible for some testing programs to experience
brief reductions in demand triggered by candidate apprehension regarding
CBT. This sometimes results in either a last-minute increase in testing
during final PBT administrations or candidate procrastination to the
last available computerized testing date. Therefore, the question facing
licensing organizations is how to keep test volumes up and candidate
uncertainty down when migrating from a paper-based to a computer-based
test? The key to mitigating test volume risk and ultimately driving an
increase in demand is ongoing marketing, candidate education and
outreach. In terms of promoting the new computerized testing program,
marketing and effective communication can have an important impact on
stakeholder acceptance of CBT and comfort with its use. In order to
allay candidate fears and minimize questions, it is prudent to launch a
communications campaign early in the conversion process that directly
addresses constituent concerns and promotes sustainable program
interest.
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