Comparison of Kognity (Web-based) and Paper-based Assessments in International Baccalaureate Diploma Biology

Abstract

The focus on technology integration in education has predominantly been on teaching and learning. Although assessment forms a critical part of the teaching and learning process, technology integration in that area is very scanty. This research used a quasi-experimental design to compare paper-based and web-based tests of students’ performance in International Baccalaureate Diploma Biology Higher Level. Sixty-five students from two different classes participated in the study. Students in the experimental group completed assessment tasks through the Kognity web-based assessment tool, while the control group completed paper-based assessment tasks, after both groups had participated in a set of instructions in biology. No significant difference in performance between students in the two groups was found. However, the students in the experimental group had a positive perception of the web-based assessment tool and identified it as an innovative tool that reduced their anxiety toward testing. It can be concluded that although the mode of assessment did not affect students’ academic performance on biology tests, the web-based assessment tool reduced students’ test anxiety. Teachers may thus explore the option of web-based assessment to eliminate or reduce students’ apprehension toward tests.