Computerized Testing: The Hidden Figures Test

Jacobs, Ronald L.; Byrd, David M.; High, William R.

doi:10.2190/8v89-af7r-urea-degf

Cited by 12 publications

(5 citation statements)

References 5 publications

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“…As in previously discussed studies, these kinds of results may have important implications for future equating efforts with computerized tests. In a second HIT study, by Jacobs, Byrd, and High (1985), the test was adapted to be administered by the PLATO system. All the figures and patterns in the computer version were identical in proportion and nearly identical in size to those in the paper-and-pencil version.…”

Section: Tests Containing Graphicsmentioning

confidence: 99%

“…A second study using similar tests (Kiely, Zara, and Weiss 1986) found no mode-ofadministration main effects; however, a significant test mode by order interaction was observed for two of the three tests in the study. Two studies (Jacobs, Byrd, and High 1985;Jonassen 1986) found computer versions of theHl-T more difficult than were paper-and-pencil versions. However, only in the latter study were the differences statistically significant.…”

Section: Tests Containing Graphicsmentioning

confidence: 99%

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The Equivalence of Scores From Automated and Conventional Educational and Psychological Tests

Mazzeo¹,

Harvey²

1988

ETS Research Report Series

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A literature review was conducted to determine the current state of knowledge concerning the effects of the computer administration of standardized educational and psychological tests on the psychometric properties of these instruments. Studies were grouped according to a number of factors relevant to the administration of tests by computer. Based on the studies reviewed, we arrived at the following conclusions: The rate at which test‐takers omit items in an automated test may differ from the rate at which they omit items in a conventional presentation. Scores on tests from automated versions of personality inventories such as the Minnesota Multiphasic Personality Inventory are lower than scores obtained in the conventional testing format. These differences may result in part from differing omit rates, as described above, but some of the differences may be caused by other factors. Scores from automated versions of speed tests are not likely to be comparable with scores from paper‐and‐pencil versions. The presentation of graphics in an automated test may have an effect on score equivalence. Such effects were obtained in studies using the Hidden Figures Test. However, in studies with three Armed Services Vocational Aptitude Battery (ASVAB) tests, effects were not found. Tests containing items based on reading passages can become more difficult when presented on a CRT. This was demonstrated in a single study with the ASVAB tests. The possibility of such asymmetric practice effects may make it wise to avoid conducting equating studies based on single‐group counterbalanced designs.

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Section: Tests Containing Graphicsmentioning

confidence: 99%

Section: Tests Containing Graphicsmentioning

confidence: 99%

The Equivalence of Scores From Automated and Conventional Educational and Psychological Tests

Mazzeo¹,

Harvey²

1988

ETS Research Report Series

View full text Add to dashboard Cite

show abstract

“…Although one study (Lee, Moreno, & Sympson, 1986) found a significantly lower mean score with a CBT than with a PPT, several other studies have found differences between the test modes to be nonsignificant (Jacobs, Byrd, & High, 1985;D. F. Johnson & Mihal, 1973;Olsen et al, 1986;Wise & Wise, 1987).…”

mentioning

confidence: 92%

Effects of Computer Anxiety and Computer Experience on the Computer-Based Achievement Test Performance of College Students

Wise¹,

Barnes²,

Harvey³

et al. 1989

Applied Measurement in Education

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“…Three of the studies found no evidence for significant differences caused by mode of administration (Reckase, Carlson, & Ackerman, 1986;Kiely, Zara, & Weiss, 1986;Jacobs, Byrd, & High, 1985) while the other two studies did (Wilgrube, 1982;Jonassen, 1986) The amount of experience with computers is also a significant factor in computer anxiety because anxiety is produced in part, by a lack of familiarity with computer use. In fact, a major finding of the study by Levin and Gordan (1989) suggested that prior computer exposure has a stronger influence on attitudes than does gender.…”

Section: An Obvious Difference Between Paper-and-mentioning

confidence: 99%

Effects of Computer-Based Tests on the Achievement, Anxiety, and Attitudes of Grade 10 Science Students

Chin

Donn

Conry

1991

Educational and Psychological Measurement

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The purpose of this study was to compare the achievement and test anxiety level of students taking a conventional paper-and-pencil science test comprising multiple-choice questions, and a computer-based version of the same test. The study assessed the equivalence of the computer-based and paper-and-pencil tests in terms of achievement scores and item characteristics, explored the relationship between computer anxiety and previous computer experience, and investigated the affective impact of computerized testing on the students. A 2 X 2 (mode of test administration by gender) factorial design was used. A sample of 54 male and 51 female Grade 10 students participated in the study. Subjects were blocked by gender and their scores on a previous school-based science exam. They were then randomly assigned to take either the computer-based test or the paper-and-pencil test, both versions of which were identical in length, item content and sequence. Three days before the test, all students were given the "Attitude questionnaire" which included pre-measures of test and computer anxiety. Immediately after taking the test, students in the computer-based group completed the "Survey of attitudes towards testing by computers" questionnaire which assessed their previous computer experience, their test anxiety and computer anxiety level while taking the test, and their reactions towards computer-based testing. Students in the paper-and-pencil test group answered the "Survey of attitudes towards testing" questionnaire which measured their test anxiety level while they were taking the paper-and-pencil test. The results indicate that the mean achievement score on the science test was significantly higher for the group taking the computer-based test. No significant difference in mean scores between sexes was observed; there was also no interaction effect between mode of test administration and gender. The test anxiety level was not significantly different between the groups taking the two versions of the test. A significant relationship existed between students' prior computer experience and their computer anxiety before taking the test. iii However, there was no significant relationship between previous computer experience and the computer anxiety evoked as a result of taking the test on the computer. Hence, the change in computer anxiety due to taking the test was not explained by computer experience. Of the students who took the computer-based test, 71.2 % said that if given a choice, they would prefer to take the test on a computer. Students indicated that they found the test easier, more convenient to answer because they did not have to write, erase mistakes or fill in bubbles on a scannable sheet, and faster to take when compared to a paper-and-pencil test. Negative responses to the computer-based test included the difficulty involved in reviewing and changing answers, having to type and use a keyboard, fear of the computer making mistakes, and a feeling of uneasiness because the medium of test presentation was unconventional....

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Computerized Testing: The Hidden Figures Test

Cited by 12 publications

References 5 publications

The Equivalence of Scores From Automated and Conventional Educational and Psychological Tests

The Equivalence of Scores From Automated and Conventional Educational and Psychological Tests

Effects of Computer Anxiety and Computer Experience on the Computer-Based Achievement Test Performance of College Students

Effects of Computer-Based Tests on the Achievement, Anxiety, and Attitudes of Grade 10 Science Students

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