Davis, B. G., & Trimble, C. S. (1978). Consumable booklets vs. single answer sheets with non-consumable booklets . Kentucky State Department of Education, Division of Evaluation. http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED160656&ERICExtSearch_SearchType_0=eric_accno&accno=ED160656

(Research Report). Frankfort, KY: Kentucky State Department of Education, Division of Evaluation. (ERIC Document Reproduction Service No. ED 160 656).

One group of students took the test with a consumable test booklet, and another group took the test using non-consumable booklets that require the use of a separate answer sheet.

Over two-hundred grade 3 students from one school district participated in the study. Results were analyzed for the following groups of students: (a) entire third grade, (b) students not classified as having intellectual disabilities or learning disabilities, (c) low ability students, (d) medium ability students, (e) high ability students, (f) students with intellectual disabilities, learning disabilities, or who have been retained (i.e., repeating grades).

The Comprehensive Test of Basic Skills (CTBS-Form S) was administered to all students. This included tests in the areas of reading, spelling, and language.

Entire group raw scores were slightly higher when consumable booklets were used, but not significantly higher. More items were left blank in the non-consumable booklet condition, especially by low and medium ability students. For students with learning difficulties, spelling test scores on the CTBS under the consumable test condition were significantly higher than under the non-consumable test condition. Overall, it was determined that there was no evidence to justify the use of one format over the other.