Pomplun, M., Frey, S., & Becker, D. (2002). The score equivalence of paper-and-pencil and computerized versions of a speeded test of reading comprehension . Educational and Psychological Measurement , 62 (2), 337–354. https://doi.org/10.1177/0013164402062002009

Journal Article

Pomplun, M., Frey, S., & Becker, D. (2002). The score equivalence of paper-and-pencil and computerized versions of a speeded test of reading comprehension. Educational and Psychological Measurement, 62(2), 337–354. https://doi.org/10.1177/0013164402062002009

Tags

Electronic administration; Electronic administration; Electronic administration; Format; High school; No disability; Postsecondary; Reading; U.S. context

Summary

Accommodation

Students took two forms of a test in computerized and paper-and-pencil versions.

Participants

A total of 215 high school or postsecondary students from an unidentified location (U.S.) participated. High school students comprised 40% of participants, while 38% attended public four-year colleges, and 22% attended public community colleges. No participants had disabilities. 

Dependent Variable

Participants were administered multiple forms of a reading placement test, namely the Nelson-Denny Reading Test (Brown et, Fishco, & Hanna, 1993).

Findings

Analyses indicated that both forms of the computerized versions produced higher vocabulary scores than the paper-and-pencil format and one-form also had higher comprehension and total scores on the computerized version. These differences appeared to be related to the differences in response speed associated with use of a mouse to record responses as opposed to a pencil and answer sheet. Scores on the paper-and-pencil version and the computerized version had similar predictive power for course-placement.