Harris, L. W. S. (2008). Comparison of student performance between teacher read and CD-ROM delivered modes of test administration of English language arts tests (Publication No. 3321402) [Doctoral dissertation, University of South Carolina]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/304458812

University of South Carolina (Columbia, SC); ProQuest document ID: 304458812

Two administration modes were compared in terms of test factorial structure and student performance: (1) read-aloud administration delivered by a teacher following an oral script, and (2) computer delivery of the oral script by CD-ROM.

Students numbered 1,940 from grade 6; 2,063 from grade 7; and 1,832 from grade 8. All were students with disabilities, from various state-established disability categories, in South Carolina (U.S.). For this study's purposes, participants' disabilities were sorted into two categories: students with learning disabilities only, and students with learning disabilities and one or more other disabilities as well. Data regarding other demographic characteristics were also reported.

Extant data—scores on the English language arts large-scale tests administered to students with disabilities in grades 6, 7, and 8—were analyzed from the Palmetto Achievement Challenge Test (PACT) in South Carolina.

Factorial invariance was found between test administration modes. In addition, no significant difference was found in student performance across the two modes. Limitations of the study were reported, and future research possibilities were suggested.