Comparison of Kognity (Web-based) and Paper-based Assessments in International Baccalaureate Diploma Biology
Bibliographic Data
| ID | 21726432 |
|---|---|
| Authors | Siita Danbambu Puobi (0009-0007-8755-723X, University of Cape Coast, corresponding author), Kofi Acheaw Owusu (0000-0001-6842-9354, University of Cape Coast), Michael Larbi Odame (0000-0002-0995-0569, University of Environment and Sustainable Development) |
| Year | 2026 |
| Volume | 25 |
| Issue | 1 |
| Pages | 77-92 |
| Publication date | 2026-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in International Education (JOURNAL) |
| Journal identifiers | ISSN: 1475-2409 • E-ISSN: 1741-2943 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/14752409261428423 |
| OpenAlex | W7140769798 |
| Language | EN |
| References cited | 23 |
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
Alternative assessment · Anxiety · Apprehension · Focus group · Peer Assessment · Perception · Test anxiety · Gender and Technology in Education · Science Education and Pedagogy · Student Assessment and Feedback
Technologies for Language Assessment
Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course
How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students
Technology in testing
Rethinking assessment in a digital age
Examining the Relationship Between Computer Familiarity and Performance on Computer-Based Language Tasks
| Citation velocity | historical |
|---|---|
| Highly cited | No |