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

Journal Article

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

Tags

Electronic administration; Electronic administration; Electronic administration; High school; K-12; Language arts; Middle school; U.S. context

URL

https://journals.sagepub.com/home/epm

Summary

Accommodation

Student performance was compared 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 southeastern state (U.S.). It is unknown how many were students with disabilities.

Dependent Variable

A statewide end-of-course English assessment served as the dependent variable.

Findings

Item 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.