The Equivalence of Paper-and-Pencil and Computer-Based Testing

Bugbee, Alan C.

doi:10.1080/08886504.1996.10782166

Cited by 130 publications

(95 citation statements)

References 24 publications

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“…They found no significant differences between paper-administered and computer-administered tests, and equivalences among the three test administrations in terms of score rank order, means, dispersions, and distribution shapes. Envisage International Cooperation (2010) pointed out that CBT may affect test scores and consequently their equivalence with PPT, and that test with reading passages may be more difficult when given on computers Thus, Bugbee (1996) concluded that the use of computers really affects testing; notwithstanding that CBT and PPT can be equivalent especially when the test developers take ISSN 2164-4063 2012 www.macrothink.org/ijld 71 responsibility by showing how the equivalent can come by. He stated further that the barriers to the use of CBT are inadequate test preparation and failure to grasp the unique requirements for implementing and maintaining them; emphasizing that such factors as the design, development, administration and user characteristics needed to be considered in using CBT.…”

Section: Review Of Related Literaturementioning

confidence: 99%

The Use of Computer Based Testing Method for the Conduct of Examinations at the University of Ilorin

Alabi

Issa

Oyekunle

2012

IJLD

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This paper presents an overview of the application of Information and Communication Technology in the conduct of post-UTME and other examinations at the University of Ilorin. It provides a brief historical background to the practice at the University, dating back to 2005 when it started by adopting the Pen-and-Paper Testing up to the present practice, using the Computer-Based Testing method. The paper underscored the challenges associated with the former practice, thus justifying the introduction of the latter, thereby justifying it. In conclusion, this paper advocates the widespread adoption of CBT method for the conduct of ISSN 2164-4063 2012 www.macrothink.org/ijld 69 not just the post-UTME examinations, but also other University-based examinations with large population of students in Nigerian Universities owing to the success story of the University of Ilorin. International Journal of Learning & Development IntroductionInformation and Communication Technology (ICT) has become, within a very short time, one of the basic building blocks of modern society. Many countries now regard understanding it and mastering its basic skills and concepts as very crucial in education. This is because it adds value to the processes of learning and to the organization and administration of learning institutions. It encompasses different types of technologies, which are utilized for capturing, processing and transmitting data and information, using computer facilities. It is an umbrella term that includes communication device or application, encompassing radio, television, cellular phones, computers, network, hardware and software, satellite systems and so on, as well as the various services and applications associated with them (Kumar, 2006).Thus, ICT focuses specifically on the application of these new technologies in an educational context and environment, and serves as a tool for supporting the various components of education. Such components include, among others, teaching and learning, resources management (human, material, financial resources) and admission and examination processes also known as learning assessment. One specific form of ICT for assessment is the Computer-Based Testing (CBT), also known as Computer-Based Assessment or e-exam. It is a method of administering tests in which the responses are electronically recorded, assessed, or both. It is commonly available for several admissions tests throughout the developed countries (Wikipedia, 2012). This method of testing is important because it can measure different skills or sets of knowledge in order to provide new and better information about individuals" abilities. Colleges and universities receive CBT results more quickly than those from paper-based test, and they can make their admissions decisions more quickly. Individuals can take a CBT even with minimal or no previous computer experience; since; instructions provided in a basic computer tutorial before the test will provide the experience needed to take the test using a mouse. One may spend much ...

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Section: Review Of Related Literaturementioning

confidence: 99%

The Use of Computer Based Testing Method for the Conduct of Examinations at the University of Ilorin

Alabi

Issa

Oyekunle

2012

IJLD

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“…For over two decades, attention has been afforded to student performance across different modes of test delivery, that is, computer-based testing (CBT) and pencil-andpaper testing (PPT) (Bugbee 1996;Clariana and Wallace 2002;DeAngelis 2000;Hardré et al 2007). With continued advances in technology, CBT has become the preferred method of assessment, with inevitable comparisons made to the more traditional PPT (Wang et al 2008).…”

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confidence: 99%

The influence of test mode and visuospatial ability on mathematics assessment performance

Logan

2015

Math Ed Res J

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Mathematics assessment and testing are increasingly situated within digital environments with international tests moving to computer-based testing in the near future. This paper reports on a secondary data analysis which explored the influence the mode of assessment-computer-based (CBT) and pencil-and-paper based (PPT)-and visuospatial ability had on students' mathematics test performance. Data from 804 grade 6 Singaporean students were analysed using the knowledge discovery in data design. The results revealed statistically significant differences between performance on CBT and PPT test modes across content areas concerning whole number algebraic patterns and data and chance. However, there were no performance differences for content areas related to spatial arrangements geometric measurement or other number. There were also statistically significant differences in performance between those students who possess higher levels of visuospatial ability compared to those with lower levels across all six content areas. Implications include careful consideration for the comparability of CBT and PPT testing and the need for increased attention to the role of visuospatial reasoning in student's mathematics reasoning.

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“…Conversion from PNP to CBT has not been found to affect candidate performance (Bugbee 1996), although those unfamiliar with computer use have reported increased anxiety during the examination (Hedl et al 1973;Vrabel 2004). CBT offers several advantages over PNP testing, namely convenience of scheduling, incorporation of high-resolution images ( Figure 2) and multimedia, the ability to score exam papers instantly (when applied to multiple choice questions) and enhanced security (Vrabel 2004).…”

Section: Integrated Virtual Learning Environment Ivlementioning

confidence: 99%

Computer-based testing of the modified essay question: the Singapore experience

Lim¹,

Seet²,

Oh³

et al. 2007

Medical Teacher

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Background: The modified essay question (MEQ), featuring an evolving case scenario, tests a candidate's problem-solving and reasoning ability, rather than mere factual recall. Although it is traditionally conducted as a pen-and-paper examination, our university has run the MEQ using computer-based testing (CBT) since 2003. Aims: We describe our experience with running the MEQ examination using the IVLE, or integrated virtual learning environment (https://ivle.nus.edu.sg), provide a blueprint for universities intending to conduct computer-based testing of the MEQ, and detail how our MEQ examination has evolved since its inception. Methods: An MEQ committee, comprising specialists in key disciplines from the departments of Medicine and Paediatrics, was formed. We utilized the IVLE, developed for our university in 1998, as the online platform on which we ran the MEQ. We calculated the number of man-hours (academic and support staff) required to run the MEQ examination, using either a computerbased or pen-and-paper format. Results: With the support of our university's information technology (IT) specialists, we have successfully run the MEQ examination online, twice a year, since 2003. Initially, we conducted the examination with short-answer questions only, but have since expanded the MEQ examination to include multiple-choice and extended matching questions. A total of 1268 man-hours was spent in preparing for, and running, the MEQ examination using CBT, compared to 236.5 man-hours to run it using a pen-andpaper format. Despite being more labour-intensive, our students and staff prefer CBT to the pen-and-paper format. Conclusions: The MEQ can be conducted using a computer-based testing scenario, which offers several advantages over a pen-and-paper format. We hope to increase the number of questions and incorporate audio and video files, featuring clinical vignettes, to the MEQ examination in the near future.

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The Equivalence of Paper-and-Pencil and Computer-Based Testing

Cited by 130 publications

References 24 publications

The Use of Computer Based Testing Method for the Conduct of Examinations at the University of Ilorin

The Use of Computer Based Testing Method for the Conduct of Examinations at the University of Ilorin

The influence of test mode and visuospatial ability on mathematics assessment performance

Computer-based testing of the modified essay question: the Singapore experience

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