期刊
EUROPEAN JOURNAL OF PSYCHOLOGICAL ASSESSMENT
卷 36, 期 1, 页码 174-184出版社
HOGREFE PUBLISHING CORP
DOI: 10.1027/1015-5759/a000494
关键词
meta-analysis; unproctored assessment; cognitive ability; cheating
资金
- Bamberg Graduate School of Social Sciences - German Research Foundation (DFG) under the German Excellence Initiative [GSC1024]
Unproctored, web-based assessments are frequently compromised by a tack of control over the participants' test-taking behavior. It is likely that participants cheat if personal consequences are high. This meta-analysis summarizes findings on context effects in unproctored and proctored ability assessments and examines mean score differences and correlations between both assessment contexts. As potential moderators, we consider (a) the perceived consequences of the assessment, (b) countermeasures against cheating, (c) the susceptibility to cheating of the measure itself, and (d) the use of different test media. For standardized mean differences, a three-level random-effects meta-analysis based on 109 effect sizes from 49 studies (total N = 100,434) identified a pooled effect of Delta = 0.20, 95% CI [0.10, 0.31], indicating higher scores in unproctored assessments. Moderator analyses revealed significantly smaller effects for measures that are difficult to research on the Internet. These results demonstrate that unproctored ability assessments are biased by cheating. Unproctored assessments may be most suitable for tasks that are difficult to search on the Internet.
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