Kim, D. H., & Huynh, H. (2008). Computer-based and paper-and-pencil administration mode effects on a statewide end-of-course English test . Educational and Psychological Measurement , 68 (4), 554–570. https://doi.org/10.1177/0013164407310132
Kim, D. H., & Huynh, H. (2008). Computer-based and paper-and-pencil administration mode effects on a statewide end-of-course English test. Educational and Psychological Measurement, 68(4), 554–570. https://doi.org/10.1177/0013164407310132
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Summary
Accommodation
The current study compared student performance between paper-and-pencil testing (PPT) and computer-based testing (CBT).
Participants
Examinees were 439 middle or high school students who took the end-of-course English assessment in both PPT and CBT modes from 10 schools across three districts in a state in the Southeast (U.S.). It is unknown how many were students with disabilities.
Dependent Variable
The dependent variable in this study was a large-scale statewide end-of-course English assessment.
Findings
The overall results suggest that scores obtained from PPT and CBT were comparable. However, at the content domain level, a rather large difference in the reading comprehension section suggests that reading comprehension test may be more affected by the test administration mode. Results from the confirmatory factor analysis suggest that the administration mode did not alter the construct of the test. Future research possibilities were suggested.