Johnson, M., & Green, S. (2006). On-line mathematics assessment: The impact of mode on performance and question answering strategies . The Journal of Technology, Learning, and Assessment , 4 (5). https://ejournals.bc.edu/ojs/index.php/jtla/issue/archive

[no doi located]; Also downloadable from ERIC online database: https://eric.ed.gov/?id=EJ843854

Test conditions included using computer based testing (CBT) versus paper and pencil (P&P) testing as the delivery mode.

One hundred-four students who were age 11 in England participated.

Participants were given two sets of matched mathematics questions, one set online and the other on paper.

Findings suggested that although there were no statistically significant differences between overall performances on paper and computer, there were enough differences at the individual question-level to warrant further investigation. Close analysis of the data suggests that it is possible that the question type, the way it is asked, and the numbers involved, might interact with mode to affect students’ willingness to show working methods. The findings also suggest that certain types of questions in certain domains might have different impacts according to mode.