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

Abstract

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.

Replacing Paper-Based Testing with an Alternative for the Assessment of Iranian Undergraduate Students: Administration Mode Effect on Testing Performance

“…In some of these studies, the test scores of two tests were similar [15,34,35,3,30,12,36]. Some other, in contrast, found different results with the priority of CBT over PBT and vice versa.…”

“…The history of computerized testing began in the early 1970s [2,6,7,8,9,10]. With the appearance of new technologies, computerized testing has begun to be implemented in large scale testing [11,12]. Examples include state drivers' license exams, military training exams, job application exams, entrance exams in postsecondary education, and certification exams by professional groups such as TOEFL or IELTS [13,14].…”

“…Developments in language testing studies during the past years provided progress evidence in making use of technological devices in education and in language testing, mostly in test development, administering, storage, scoring, reporting and processing given data [19]. Meanwhile, Factors such as increased accessibility to personal computers, widespread use of computer in language learning, increased computer familiarity and positive attitude towards the use of computer in educational settings motivated researchers to conduct studies considering these influencing factors in comparability studies [20,3,12,21,22,23,24].…”

A Comparative Study of the Government and Private Sectors’ Effectiveness in ELT Program: A Case of Iranian Intermediate EFL Learners’ Oral Proficiency Examination

“…In Iran, English serves primarily as a tool to interact with the world beyond the country's borders (Khoshsima, Hosseini, & Hashemi Toroujeni, 2017;Khoshsima & Hashemi Toroujeni, 2017a, 2017cSafarzade Samani, Hashemi Toroujeni, Shahbazi, & Sarhadi, 2017) and to provide access to technical, scientific and economic information (Kiany, Mahdavy, & Ghafar, 2011). English is taught in GHSs and…”

Evaluating the Comparability of PPT and CBT by Implementing the Compulsory Islamic Culture Course Test in Jordan University

“…For example, in many CBTs, it seems that the test designer started from a valid objective, but the limitations of the program, system, language or the tester's own characteristics have influenced the results of tests (Chapelle & Douglas, 2006). Khoshsima, Hosseini, & Hashemi, (2017) explained that CBT has recently appeared as one of the most demanded viable form of alternative assessment throughout the world. Along with the development of computer assisted language learning (CALL) in education, applying computers as accepted assessment tools seem to be inevitable especially in academic settings, as mentioned (Holtzman, 1970) that IBM version 805 machine used in 1935 has been recorded as the first attempt to use computers in educational testing domain.…”