Wang, S., Jiao, H., Young, M. J., Brooks, T., & Olson, J. (2007). A meta-analysis of testing mode effects in grade K–12 mathematics tests . Educational and Psychological Measurement , 67 (2), 219–238. https://doi.org/10.1177/0013164406288166

Studies employing computer-based and paper-and-pencil administration were examined, applying meta-analytic procedures.

This study was a meta-analysis of data sets from K–12 students; the studies appeared to have been completed within the U.S. educational system.

Meta-analytic procedures were applied to K–12 mathematics test scores.

The results based on the final selected studies with homogeneous effect sizes show that the administration mode had no statistically significant effect on K–12 student mathematics tests. Only the moderator variable of computer delivery algorithm contributed to predicting the effect size. The differences in scores between test modes were larger for linear tests than for adaptive tests. However, such variables as study design, grade level, sample size, type of test, computer delivery method, and computer practice did not lead to differences in student mathematics scores between computer-based and paper-and-pencil modes.