Students Who Have Taken a Practice Examination Achieve Better Computer-based Testing Results than Those Who Have Not

Abstract

Objective: The present study examined the relationship between Computer-based Testing (CBT) results and the status of taking a practice examination.

Materials: A total of 392 (275 males and 117 females) students, who had taken CBT during their fourth year at Juntendo University within a 3-year period between 2017 and 2019.

Methods: We divided into 2 groups: those who had (practice examination group) and those who had not (non-practice examination group) taken a practice examination prior to CBT, and their Item Response Theory (IRT) scores were compared. IRT scores lower than 400 were defined as poor CBT results, and were compared between the 2 groups.

Results: The numbers of practice and non-practice examination group members were 228 (58.2%) and 164 (41.8%), respectively. The mean IRT score was significantly higher in the practice examination group (515.9±88.6) than in the non-practice examination group (478.0±78.3)(p<0.0001). The proportion of students with IRT scores lower than 400 was significantly larger in the non-practice examination group (p=0.0004).

Conclusions: Students who had taken a practice examination achieved better CBT results than those who had not. However, the status of taking a practice examination is only an index of preparedness for CBT, and does not indicate improved CBT results. Since CBT requires early preparation, delays in initiating test studies may result in insufficient studies and a superficial understanding.