Computerized testing in reading comprehension skill: investigating score interchangeability, item review, age and gender stereotypes, ICT literacy and computer attitudes

Abstract

Score interchangeability of Computerized Fixed-Length Linear Testing (henceforth CFLT) and Paper-and-Pencil-Based Testing (henceforth PPBT) has become a controversial issue over the last decade when technology has meaningfully restructured methods of the educational assessment. Given this controversy, various testing guidelines published on computerized testing may be used to investigate the interchangeability of CFLT and PPBT mean scores to corroborate if test takers’ testing performance is influenced by the effects of testing administration mode; specifically, if validity and reliability of two versions of the same test are affected. This research was conducted to probe not only score interchangeability across testing modes but also to explore the role of age and gender stereotypes, item review, ICT literacy and attitudes towards computer use as moderator variables in test takers’ reading achievement in CFLT. Fifty-eight EFL learners homogeneous in both general English and reading skills assigned into one testing group participated in this study. Three different versions of TOEFL reading comprehension test, Computer Attitude Scale (CAS), and ICT literacy Scale of TOEFL Examinees were used in this crossover quasi-controlled empirical study with a common-person and pretest–posttest design to collect data. The findings demonstrated that although the reading scores of test takers were interchangeable in both CFLT and PPBT versions regarding testing administration modes, they were different regarding item review. Furthermore, no significant interaction was found between age, gender, and ICT literacy and CFLT performance. However, attitudes towards the use of computer led to a significant change in testing achievement on CFLT.

Predicting users’ behavior: Gender and age as interactive antecedents of students’ Facebook use for research data collection

“…This study supports previous research (e.g., Aduma et al, 2022;, revealing a significant interactive effect of age and gender on ICT satisfaction, job performance and Internet use for research dissemination. The result, however, disagrees with Toroujeni's (2021) finding that there is no significant age and gender interaction effect on computer attitudes and ICT literacy. The point of difference between the cited and the current study could be the study area difference, respondents' nature, and slight differences in focus and methods.…”

“…This study is the first to specifically examine the use of Facebook for RDC by exploring the interactive effect of age and gender. While a few studies in the field of ICT have examined the interaction effect of multiple Online Journal of Communication and Media Technologies, 2024 demographic variables to obtain more insightful results (e.g., Aduma et al, 2022;Toroujeni, 2021;Xie & Karan, 2019), such investigations are still limited. It is crucial to determine the interaction between age and gender to understand better gender variations in ICT use among users across different age categories.…”

Students awareness, willingness and utilisation of facebook for research data collection: Multigroup analysis with age and gender as control variables

“…This study supports previous research (e.g., Aduma et al, 2022;, revealing a significant gender difference in ICT satisfaction, job performance and Internet use for research dissemination. However, the result disagrees with Toroujeni's (2021) finding that there is no significant gender effect on computer attitudes and ICT literacy.…”