Santi Lestari

Santi Lestari

Santi Lestari

I joined Cambridge University Press & Assessment ARD in October 2022. I am a mixed-methods researcher with a broad range of interests in educational assessment. I am currently involved in several research projects, one of which investigates the effects of COVID-19 pandemic on high stakes assessments in several jurisdictions.

Prior to joining the ARD team, I worked as a research assistant at the Department of Linguistics and English Language, Lancaster University. I was involved in several research projects, including linking a suite of English language speaking tests to an external framework and researching the needs and use of English in the workplace in Sri Lanka.

I have a master’s degree in English Language Teaching with a specialism in Testing and Assessment from the University of Warwick. I am currently finishing my PhD in Linguistics at Lancaster University. My PhD research investigates the scoring of integrated reading-into-writing performance using analytic rating scales. I currently serve as a postgraduate research network officer for the UK Association for Language Testing and Assessment (UKALTA).

When I am not working or doing my PhD, I enjoy spending time with friends, baking and playing badminton.

.

Publications

2024

Does typing or handwriting exam responses make any difference?

Lestari, S. (2024). Does typing or handwriting exam responses make any difference? Evidence from the literature. Research Matters: A Cambridge University Press & Assessment publication, 38, 66-81. https://doi.org/10.17863/CAM.111629

Despite the increasing ubiquity of computer-based tests, many general qualifications examinations remain in a paper-based mode. Insufficient and unequal digital provision across schools is often identified as a major barrier to a full adoption of computer-based exams for general qualifications. One way to overcome this barrier is a gradual adoption, involving a dual running of paper-based and computer-based exams. When an exam is offered in both modes, and results from both are treated as equivalent, the comparability between modes needs to be ascertained. This includes examining whether the mode in which students respond to extended writing questions such as essays, either by handwriting or by typing on the computer, introduces systematic differences. This article presents findings from a review of existing literature on writing mode effects. Specifically, it discusses findings on four comparability aspects: scores, marking, text characteristics and composing processes. It also offers recommendations for practice.

Research Matters 38: Autumn 2024
  • Foreword Tim Oates
  • Editorial Victoria Crisp
  • Troubleshooting in emergency education settings: What types of strategies did schools employ during the COVID-19 pandemic and what can they tell us about schools’ adaptability, values and crisis-readiness?Filio Constantinou
  • How long should a high stakes test be?Tom Benton
  • Core Maths: Who takes it, what do they take it with, and does it improve performance in other subjects?Tim Gill
  • Does typing or handwriting exam responses make any difference? Evidence from the literatureSanti Lestari
  • Comparing music recordings using Pairwise Comparative Judgement: Exploring the judge experienceLucy Chambers, Emma Walland and Jo Ireland
  • Research NewsLisa Bowett

2023

Covid-19-related changes to upper secondary assessments in six countries: Adaptations and reactions

Rushton, N., & Lestari, S. (2023, November 1–4). COVID-19 related changes to upper secondary assessments in six countries: Adaptations and reactions. [Paper presentation]. Annual conference of the Association for Educational Assessment – Europe (AEA-Europe), Malta. https://2023.aea-europe.net/ 

Research Matters

Research Matters 32 promo image

Research Matters is our free biannual publication which allows us to share our assessment research, in a range of fields, with the wider assessment community.