Poggio, J., Glasnapp, D. R., Yang, X., & Poggio, A. J. (2005). A comparative evaluation of score results from computerized and paper & pencil mathematics testing in a large scale state assessment program . The Journal of Technology, Learning, and Assessment , 3 (6). https://ejournals.bc.edu/index.php/jtla/article/view/1659

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The present study examined student test scores when using fixed form computer based testing (CBT) versus paper and pencil (P&P) testing as the delivery mode to assess student mathematics achievement in a state's large scale assessment program.

Grade 7 students in Kansas (U.S.) served as the target population. On a voluntary basis, participation resulted in 644 students.

Participants were "double" tested: once with a randomly assigned CBT test form, and once with another randomly assigned and equated P&P test form.

Descriptively there was very little difference in performance between the CBT and P&P scores obtained (less than 1 percentage point). Results made very clear that there existed no meaningful statistical differences in the composite test scores attained by the same students on a computerized fixed form assessment and an equated form of that assessment when taken in a traditional paper and pencil format. While a few items (9 of 204) were found to behave differently based on mode, close review and inspection of these items were not able to identify factors accounting for the differences.