An online student testlet-generation system: design principles and evidence supporting its learning potential and usefulness

Currently, 50 + learning systems supporting student question-generation (SQG) activities have been developed. While generating questions of different types is supported in many of these systems, systems allowing students to generate questions around a scenario (i.e. student testlet-generation, STG) are not yet available. Noting the increasing prevalence of testlets in contemporary testing and their learning potential through the lens of anchored instruction, this study aimed to develop a versatile, scaffolded online STG learning system. The results from three evaluative studies supported the learning potential of the world’s first-ever STG system and the usefulness of its distinctive functionalities. Specifically, significantly more participants regarded the online STG task as promoting better learning, with the most prominent feature of STG–the scenario highlighted for the pronounced learning benefits. Additionally, given that the distinct affordances associated with STG based on given text and graphics were well-noted, the practicality of the ‘multi-presentation' design concept for scenarios was verified. Furthermore, data from the participants’ perceived usefulness of editable and self-created scenarios validated the importance of the ‘editability' and ‘self-expression' design concepts. Finally, with the distinctive functionalities incorporated in the developed STG system having their respective supporters, the concept of building a diversified STG learning space is upheld.