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ERIC Number: EJ782104
Record Type: Journal
Publication Date: 2008
Pages: 20
Abstractor: Author
Reference Count: 61
ISSN: ISSN-0013-1644
Comparability of Computer-Based and Paper-and-Pencil Testing in K-12 Reading Assessments: A Meta-Analysis of Testing Mode Effects
Wang, Shudong; Jiao, Hong; Young, Michael J.; Brooks, Thomas; Olson, John
Educational and Psychological Measurement, v68 n1 p5-24 2008
In recent years, computer-based testing (CBT) has grown in popularity, is increasingly being implemented across the United States, and will likely become the primary mode for delivering tests in the future. Although CBT offers many advantages over traditional paper-and-pencil testing, assessment experts, researchers, practitioners, and users have expressed concern about the comparability of scores between the two test administration modes. To help provide an answer to this issue, a meta-analysis was conducted to synthesize the administration mode effects of CBTs and paper-and-pencil tests on K-12 student reading assessments. Findings indicate that the administration mode had no statistically significant effect on K-12 student reading achievement scores. Four moderator variables--study design, sample size, computer delivery algorithm, and computer practice--made statistically significant contributions to predicting effect size. Three moderator variables--grade level, type of test, and computer delivery method--did not affect the differences in reading scores between test modes. (Contains 4 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