Computer-based and paper-and-pencil administration mode effects on a statewide end-of-course English test

Do Hong Kim, Huynh Huynh

Research output: Contribution to journalArticle

18 Scopus citations

Abstract

The current study compared student performance between paper-and-pencil testing (PPT) and computer-based testing (CBT) on a large-scale statewide end-of-course English examination. Analyses were conducted at both the item and test levels. The overall results suggest that scores obtained from PPT and CBT were comparable. However, at the content domain level, a rather large difference in the reading comprehension section suggests that reading comprehension test may be more affected by the test administration mode. Results from the confirmatory factor analysis suggest that the administration mode did not alter the construct of the test.

Original languageEnglish (US)
Pages (from-to)554-570
Number of pages17
JournalEducational and Psychological Measurement
Volume68
Issue number4
DOIs
StatePublished - Aug 2008
Externally publishedYes

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Keywords

  • Computer-based testing
  • Construct stability
  • Literacy assessment
  • Testing mode

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Applied Psychology
  • Applied Mathematics

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