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.
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