Computer versus Paper-and-Pencil Assessment of Educational Development: A Comparison of Psychometric Features and Examinee Preferences

Boo, Jaeyool; Vispoel, Walter P.

doi:10.2466/10.03.11.pr0.111.5.443-460

Cited by 17 publications

(13 citation statements)

References 26 publications

(22 reference statements)

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“…They concluded that obtained scores across two various testing modes were not significantly different and test takers had positive attitudes towards onscreen version of the test. Furthermore, Boo et al (2012) found that although test takers preferred computer counterpart of the conventional test, the scores received from CBT and PPT were comparable in terms of internal consistency, criterion and construct validities, means and standard deviations. Choi, Kim, and Boo (2003) reported that the results of paper and computer versions of the standardized English language test administered to post-secondary level language learners were comparable.…”

Section: Introductionmentioning

confidence: 99%

Cross-Mode Comparability of Computer-Based Testing (CBT) Versus Paper-Pencil Based Testing (PPT): An Investigation of Testing Administration Mode among Iranian Intermediate EFL Learners

Khoshsima¹,

Hosseini²,

Toroujeni³

2017

ELT

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Advent of technology has caused growing interest in using computers to convert conventional paper and pencil-based testing (Henceforth PPT) into Computer-based testing (Henceforth CBT) in the field of education during last decades. This constant promulgation of computers to reshape the conventional tests into computerized format permeated the language assessment field in recent years. But, enjoying advantages of computers in language assessment raise the concerns of the effects that computerized mode of testing may have on CBT performance. Thus, this study investigated the score comparability of Vocabulary in Use test taken by 30 Iranian undergraduate students studying at a state university located in Chabahar region of Iran (CMU) to see whether scores from two administrations of testing mode were different. Therefore, two similar tests were administered to the male and female participants on two testing mode occasions with four weeks interval. Employing One-Way ANOVA statistical test to compare the mean scores and Pearson Correlation test to find the relationship between mode preference and performance revealed that two sets of scores were not different and gender difference was not also considered a variable that might affect performance on CBT. Based on the results, computerized version of the test can be considered a favorable alternative for the state undergraduate students in Iran.

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Section: Introductionmentioning

confidence: 99%

Cross-Mode Comparability of Computer-Based Testing (CBT) Versus Paper-Pencil Based Testing (PPT): An Investigation of Testing Administration Mode among Iranian Intermediate EFL Learners

Khoshsima¹,

Hosseini²,

Toroujeni³

2017

ELT

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“…Volume 11 Boo (1997) in his study on the comparability of PPT and CBT suggested that there was no relationship between computer familiarity and test performance in three computerized reading tests. Taylor et al (1999) (2008) who argue that there is strong relationship between computer familiarity and test performance in CBT.…”

mentioning

confidence: 99%

The Investigation of Difference between PPT and CBT Results of EFL Learners in Iran: Computer Familiarity and Test Performance in CBT

Hosseini

Abidin

Kamarzarrin

et al. 2013

ILSHS

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The purpose of this study is to examine the score comparability of institutional English reading tests in two testing methods, i.e. paper-based and computer-based tests taken by Iranian EFL learners in four language institutes and their branches in Iran. In the present study, the researcher tried to examine whether there is any difference between computer-based test results (henceforth CBT) and paper-based test (PPT) results of a reading comprehension test as well as exploring the relationship between students' prior computer experience and their test performance in CBT. Two equivalent tests were administered to one group of EFL learners in two different occasions, one in paper-based format and the other in computer-based test. Utilizing t-test, the means of two modes have been compared and the results showed the priority of PPT over CBT with .01 degree of difference at p < 05. Using ANOVA, the findings revealed that computer experience had no significant influence on the students' performance in computerized test.

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“…Scheuermann & Björnsson, 2009;Choi, Kim, & Boo, 2003), while other studies reported opposite or inconsistent results (e.g. Al-Amri, 2009;Boo, 1997). However, unlike the abundance of CBA research done with older or special needs students, there is a dearth of available research focusing on the issues of computer-based assessment with typically developing young children (Barnes, 2010).…”

mentioning

confidence: 85%

Comparing Between Computer based Tests and Paper-and-Pencil based Tests

2014

IJELS

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Testing subject has many subsets and connections. One important issue is how to assess or measure students or learners. What would be our tools, what would be our style, what would be our goal and so on. So in this paper the author attended to the style of testing in school and other educational settings. Since the purposes of educational system have been changed, there have been some inevitable changes in testing style. Therefore, in recent years, computer-based testing (CBT) has grown in popularity and will likely become the primary mode for delivering tests in the future. So different aspects of computer-based tests and paper-and-pencil based tests like motivation, anxiety and students' performance with different styles will be reviewed in this paper.

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Computer versus Paper-and-Pencil Assessment of Educational Development: A Comparison of Psychometric Features and Examinee Preferences

Cited by 17 publications

References 26 publications

Cross-Mode Comparability of Computer-Based Testing (CBT) Versus Paper-Pencil Based Testing (PPT): An Investigation of Testing Administration Mode among Iranian Intermediate EFL Learners

Cross-Mode Comparability of Computer-Based Testing (CBT) Versus Paper-Pencil Based Testing (PPT): An Investigation of Testing Administration Mode among Iranian Intermediate EFL Learners

The Investigation of Difference between PPT and CBT Results of EFL Learners in Iran: Computer Familiarity and Test Performance in CBT

Comparing Between Computer based Tests and Paper-and-Pencil based Tests

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