Computerized Assessment System for Academic Satisfaction (ASAS) for first-year University Student

Introduction. Computerized tests have become one of the most widely used and efficient educational assessment methods. Increasing efforts to generate computerized assessment systems to identify students at risk for drop out have been recently noted. An important variable influencing student retention is academic satisfaction. Accordingly, the present study aims to develop a Computerized Assessment System for Academic Satisfaction (ASAS). Method. The ASAS evaluates different social-cognitive variables posited by a social cognitive model of academic satisfaction, including academic self-efficacy, outcome expectations, academic goal progress and academic satisfaction. We describe the computerization process of the ASAS based on guidelines proposed by the International Test Commission (ITC). Moreover, evidence of internal structure and internal consistency are provided (N=377). Result. Overall the results were satisfactory and no difficulties or limitations that may hinder the future development of the system were observed. The computerization process of the ASAS was completed according to technology standards, quality control and safety as proposed by the ITC. The internal structure of all scales presented a theoretically interpretable structure similar to that reported in the original papers. Discussion and Conclusion. New studies should be developed to provide further validity evidence. ASAS proved to be an adequate assessment system for predicting academic satisfaction and useful for the prevention of early drop out in first-year students.