Patterson, M. B., Higgins, J., Bozman, M., & Katz, M. (2011). Transitioning the GED® mathematics test to computer with and without accommodations: A pilot project . Adult Basic Education and Literacy Journal , 5 (2), 67–73. https://www.learntechlib.org/j/ISSN-1934-2322/
Patterson, M. B., Higgins, J., Bozman, M., & Katz, M. (2011). Transitioning the GED® mathematics test to computer with and without accommodations: A pilot project. Adult Basic Education and Literacy Journal, 5(2), 67–73. https://www.learntechlib.org/j/ISSN-1934-2322/
[no doi located]; direct link: https://www.learntechlib.org/p/51648/
The comparison in this study was the use of a computerized test compared to a paper test, yet test-takers who typically used accommodations were provided them under both testing conditions. Specific accommodations were not identified or reported.
Two hundred sixteen people taking the General Equivalency Diploma (GED) examination at 19 test centers across five U.S. states participated. These participants had not completed high school for various reasons, and ranged in age from 16 to over 50. Some participants had disabilities, although specific numbers were not available; 25 participants received accommodations. Other demographic data were reported, including sex, ethnicity, employment status, and language use at home. Computer experience varied in length and frequency of use, and 29% had previous standardized testing experience using computers.
Participants were randomly assigned to the administration of two forms of a 25-item GED Official Practice Test (OPT) in mathematics, after practicing the use of NimbleTools accommodations on seven extra math items. Two of the four groups completed the GED test forms only on paper, while the other two completed one form on paper and one on computers. Those participants who typically receive accommodations were provided them on the paper-based and the computer-based tests. Participants also completed a 31-item survey to relate their experiences with the NimbleTools.
The researchers demonstrated the feasibility, at least on a small scale, of shifting the mode from paper to electronic computer-based format. For the test-takers using paper-based then computerized tests, there were no significant differences in final test scores. Survey results indicated that 61% of participants preferred to take the GED Tests via computer, and that 61% preferred to use NimbleTools rather than be tested on paper. Also, about 75% of participants indicated that it was easy to use the NimbleTools. The 25 test-takers using NimbleTools on computerized tests scored higher than test-takers had on the accommodated paper tests, although the difference was not statistically significant. Future research directions were suggested.