Equivalence of paper-and-pencil and online administration modes of the statewide English test for students with and without disabilities

Do Hong Kim, Huynh Huynh

Research output: Contribution to journalArticle

9 Citations (Scopus)

Abstract

This study investigated whether scores obtained from the online and paper-and-pencil administrations of the statewide end-of-course English test were equivalent for students with and without disabilities. Score comparability was evaluated by examining equivalence of factor structure (mea-surement invariance) and differential item and bundle functioning analyses for the online and paper groups. Results supported measurement invariance between the online and paper groups, suggesting that it is meaningful to compare scores across administration modes. When the data were analyzed at both the item and item bundle (content area) levels, similar performance appeared between the online and paper groups.

Original languageEnglish (US)
Pages (from-to)107-121
Number of pages15
JournalEducational Assessment
Volume15
Issue number2
DOIs
StatePublished - Apr 1 2010

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equivalence
disability
results measurement
Group
student
performance

ASJC Scopus subject areas

  • Education

Cite this

Equivalence of paper-and-pencil and online administration modes of the statewide English test for students with and without disabilities. / Kim, Do Hong; Huynh, Huynh.

In: Educational Assessment, Vol. 15, No. 2, 01.04.2010, p. 107-121.

Research output: Contribution to journalArticle

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