Online vs. Paper-based testing: A comparison of test results

Čandrlić, Sanja; Katić, Martina Ašenbrener; Dlab, Martina Holenko

doi:10.1109/mipro.2014.6859649

Cited by 13 publications

(9 citation statements)

References 2 publications

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“…The results in general, therefore, appear to provide evidence to support the interchangeability of paper-based and computer-based test modes using these particular tests. This echoes the findings in the Croatian study by Candrlic et al (2014), mentioned earlier (See Introduction), although this was in a completely different field.…”

Section: Resultssupporting

confidence: 90%

“…A comparable study in the field of Informatics at the University of Rijeka in Croatia found that there was no significant difference in median values of the results achieved during online tests and traditional paper-based tests (Candrlic, Asenbrener-Katic & Dlab, 2014). In other words, the evidence in general is still somewhat mixed, although the latter research seems most similar in terms of age and literacy (traditional and computer) levels of participants to the situation in the present case.…”

Section: Introductioncontrasting

confidence: 41%

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Comparative Study on Reliability Between Online and Paper-Based Versions of a Test for Reading in English as a Foreign Language

Ihata

2020

pijss

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The aim of this study is to examine how reliable the results of the internet-based version of a reading test are, with a view to replacing paper tests with the online versions. This is of increasing importance as universities focus on improving efficiency and supporting SDGs by going paperless.The study was also suggested by the need to test reading comprehension of larger numbers of students across the university and deliver meaningful results on which to base intensive programs of instruction quickly. The Extensive Reading Foundation's online reading test and the (now discontinued) Edinburgh Project for Extensive Reading's placement test (paper-based), were administered to university students under controlled conditions, and the data was analyzed for possible relationships. An initial one-way ANOVA analysis of the results suggested little evidence of a relationship between online and paper-based test scores. However, further analysis using other measures found evidence of interaction between them, and a second ANOVA analysis, only of scores for students who had completed all versions of the test found a significant relationship.Familiarity with both versions of the test was considered as a possible factor. Although this is only a small-scale study, the findings help to support the argument for adopting the online version of the test, with its various potential benefits to schools and educators.

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Section: Resultssupporting

confidence: 90%

Section: Introductioncontrasting

confidence: 41%

Comparative Study on Reliability Between Online and Paper-Based Versions of a Test for Reading in English as a Foreign Language

Ihata

2020

pijss

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“…Interest in the impact of CBTs picked up in the 1990s as testing companies (e.g., the Educational Testing Service and the College Board) transitioned services to computers and digital Learning Management Systems (e.g., Blackboard Learn and Desire2Learn) emerged as common course tools (Bugbee 1996). These shifts in testing practices led to several studies into the impact of computerizing high-stakes, proctored assessments in both K-12 (Kingston 2008;Wang et al 2007a,b) and university settings (Prisacari and Danielson 2017;Čandrlić et al 2014;Wellman and Marcinkiewicz 2004;Anakwe 2008;Clariana and Wallace 2002). Research across these settings generally found that performance on proctored computerized versions of high-stakes assessments was indistinguishable from performance on traditional PPTs.…”

Section: Performancementioning

confidence: 99%

Participation and performance on paper- and computer-based low-stakes assessments

Nissen

Jariwala

et al. 2018

IJ STEM Ed

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Background: High-stakes assessments, such the Graduate Records Examination, have transitioned from paper to computer administration. Low-stakes research-based assessments (RBAs), such as the Force Concept Inventory, have only recently begun this transition to computer administration with online services. These online services can simplify administering, scoring, and interpreting assessments, thereby reducing barriers to instructors' use of RBAs. By supporting instructors' objective assessment of the efficacy of their courses, these services can stimulate instructors to transform their courses to improve student outcomes. We investigate the extent to which RBAs administered outside of class with the online Learning About STEM Student Outcomes (LASSO) platform provide equivalent data to tests administered on paper in class, in terms of both student participation and performance. We use an experimental design to investigate the differences between these two assessment conditions with 1310 students in 25 sections of 3 college physics courses spanning 2 semesters. Results: Analysis conducted using hierarchical linear models indicates that student performance on low-stakes RBAs is equivalent for online (out-of-class) and paper-and-pencil (in-class) administrations. The models also show differences in participation rates across assessment conditions and student grades, but that instructors can achieve participation rates with online assessments equivalent to paper assessments by offering students credit for participating and by providing multiple reminders to complete the assessment. Conclusions: We conclude that online out-of-class administration of RBAs can save class and instructor time while providing participation rates and performance results equivalent to in-class paper-and-pencil tests.

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“…On average, 29.7% of response rate successfully returned eight hundred forty-six (846) sets of questionnaires in both survey tools. Hence, a study by Candrlic et al, (2014) proved that only a slight difference occurred in both applications, indicating that the approaches were reliable to be employed for data collection in this study. However, after data screening procedures, only seven hundred ninetyeight (798) datasets were utilized for further statistical analysis.…”

Section: Quantitative Research Technique For Data Collectionmentioning

confidence: 60%

The Innovative Roles of Community Engagement as a Moderator in Consumer Perspective Model for Malaysia-Origin Fashion Brands’ Business Sustainability

Hashim

Tajuddin

Zainol

2020

IJIM

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Community Engagement (CE) is investigated in this study as a moderator on whether it can innovatively strengthen the Consumer Perspective Model (CPM) or the opposite, in order to build Strong Brand Equity (SBE) for Malaysia-Origin Fashion Brands’ (MOFBs) business sustainability. CE has been stated to have significant impacts especially through electronic Word-of-Mouth (eWOM) on sustainable advantage. CPM is a strategic brand management model adapted from Consumer-based Brand Equity (CBBE) (Keller, 1993) with Independent Variables (IVs) of Brand Awareness (BA), Brand Image (BI) and Purchase Intention (PI) to predict Dependent Variable (DV) of SBE building for MOFBs like Padini, Vinci, Polo Haus, Variante and others that have low equity to win over international rivals (IRs) such as H&M, ZARA, Mango, Uniqlo and others, due to consumers switching their brand preferences. CE provides a good eWOM platform for a consumer-brand relationship, thus, would turn commercial content moderation to financial outgrowth in its moderating effects together with Brand Loyalty (BL) as a mediating variable. The study employed a non-probability convenient sampling technique with the success response rate of 29.7% where 798 datasets were run through data screening procedures for further statistical analysis in SEM-PLS. A quantitative research method by using SPSS version 25 and SmartPLS version 3.2.8 on 6 constructs and 17 latent variables was employed too. The findings showed that Brand Loyalty has full mediating effects. CE was found to weaken the relationships between IVs and DV, thus, insignificantly affecting the innovative roles as a moderator variable. Overall, MOFBs are perceived as having low equity in the marketplace. Therefore, different consumers’ perspectives to successfully build SBE are needed. Particularly, more comprehensive and innovative roles of CE in eWOM interactivities can contribute to business sustainability.

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Online vs. Paper-based testing: A comparison of test results

Cited by 13 publications

References 2 publications

Comparative Study on Reliability Between Online and Paper-Based Versions of a Test for Reading in English as a Foreign Language

Comparative Study on Reliability Between Online and Paper-Based Versions of a Test for Reading in English as a Foreign Language

Participation and performance on paper- and computer-based low-stakes assessments

The Innovative Roles of Community Engagement as a Moderator in Consumer Perspective Model for Malaysia-Origin Fashion Brands’ Business Sustainability

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