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ERIC Number: EJ757687
Record Type: Journal
Publication Date: 2007
Pages: 20
Abstractor: Author
Reference Count: 58
ISSN: ISSN-0013-1644
A Meta-Analysis of Testing Mode Effects in Grade K-12 Mathematics Tests
Wang, Shudong; Jiao, Hong; Young, Michael J.; Brooks, Thomas; Olson, John
Educational and Psychological Measurement, v67 n2 p219-238 2007
This study conducted a meta-analysis of computer-based and paper-and-pencil administration mode effects on K-12 student mathematics tests. Both initial and final results based on fixed- and random-effects models are presented. The results based on the final selected studies with homogeneous effect sizes show that the administration mode had no statistically significant effect on K-12 student mathematics tests. Only the moderator variable of computer delivery algorithm contributed to predicting the effect size. The differences in scores between test modes were larger for linear tests than for adaptive tests. However, such variables as study design, grade level, sample size, type of test, computer delivery method, and computer practice did not lead to differences in student mathematics scores between computer-based and paper-and-pencil modes. (Contains 5 tables.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A