Kim, D., & Huynh, H. (2007). Comparability of computer and paper-and-pencil versions of algebra and biology assessments . The Journal of Technology, Learning, and Assessment , 6 (4). https://ejournals.bc.edu/ojs/index.php/jtla/issue/archive

Journal Article

Kim, D., & Huynh, H. (2007). Comparability of computer and paper-and-pencil versions of algebra and biology assessments. The Journal of Technology, Learning, and Assessment, 6(4). https://ejournals.bc.edu/ojs/index.php/jtla/issue/archive

Notes

[no doi located]

Tags

Electronic administration; Electronic administration; Electronic administration; High school; K-12; Math; Middle school; No disability; Science; U.S. context

URL

https://ejournals.bc.edu/ojs/index.php/jtla/issue/archive

Summary

Accommodation

Performance scores on assessments were compared when administered in computerized and in paper-and-pencil formats.

Participants

Extant performance data were analyzed from students in 15 middle and high schools in 5 districts in the Southeast (U.S.). Scores were obtained from 788 test-takers in algebra and 406 in biology. The number of students with disabilities was not specified. Demographic characteristics, including sex and ethnicity, were reported.

Dependent Variable

Statewide end-of-course (EOC) examinations in the two subject areas of algebra and biology were analyzed. The components of each content area were reported.

Findings

Overall, the results support the comparability of computerized and paper-based tests at the item- level, subtest-level, and whole test-level in both subject areas. There were no interaction effects; that is, no evidence suggested that the administration modes changed either construct being measured. Limitations of the study were reported, and future research possibilities were suggested.