Paper-based versus computer-based assessment

Key factors associated with the test mode effect

Roy Clariana, Patricia Wallace

Research output: Contribution to journalArticle

109 Citations (Scopus)

Abstract

This investigation seeks to confirm several key factors in computer-based versus paper-based assessment. Based on earlier research, the factors considered here include content familiarity, computer familiarity, competitiveness, and gender. Following classroom instruction, freshman business under-graduates (N = 105) were randomly assigned to either a computer-based or identical paper-based test. ANOVA of test data showed that the computer-based test group outperformed the paper-based test group. Gender, competitiveness, and computer familiarity were NOT related to this performance difference, though content familiarity was. Higher-attaining students benefited most from computer-based assessment relative to higher-attaining students under paper-based testing. With the current increase in computer-based assessment, instructors and institutions must be aware of and plan for possible test mode effects.

Original languageEnglish (US)
Pages (from-to)593-602
Number of pages10
JournalBritish Journal of Educational Technology
Volume33
Issue number5
DOIs
StatePublished - Jan 1 2002

Fingerprint

competitiveness
gender
instructor
Group
student
graduate
instruction
classroom
performance

All Science Journal Classification (ASJC) codes

  • Education

Cite this

@article{f0d5c8d9ba4d451681ec3fca6dabb9c2,
title = "Paper-based versus computer-based assessment: Key factors associated with the test mode effect",
abstract = "This investigation seeks to confirm several key factors in computer-based versus paper-based assessment. Based on earlier research, the factors considered here include content familiarity, computer familiarity, competitiveness, and gender. Following classroom instruction, freshman business under-graduates (N = 105) were randomly assigned to either a computer-based or identical paper-based test. ANOVA of test data showed that the computer-based test group outperformed the paper-based test group. Gender, competitiveness, and computer familiarity were NOT related to this performance difference, though content familiarity was. Higher-attaining students benefited most from computer-based assessment relative to higher-attaining students under paper-based testing. With the current increase in computer-based assessment, instructors and institutions must be aware of and plan for possible test mode effects.",
author = "Roy Clariana and Patricia Wallace",
year = "2002",
month = "1",
day = "1",
doi = "10.1111/1467-8535.00294",
language = "English (US)",
volume = "33",
pages = "593--602",
journal = "British Journal of Educational Technology",
issn = "0007-1013",
publisher = "Wiley-Blackwell",
number = "5",

}

Paper-based versus computer-based assessment : Key factors associated with the test mode effect. / Clariana, Roy; Wallace, Patricia.

In: British Journal of Educational Technology, Vol. 33, No. 5, 01.01.2002, p. 593-602.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Paper-based versus computer-based assessment

T2 - Key factors associated with the test mode effect

AU - Clariana, Roy

AU - Wallace, Patricia

PY - 2002/1/1

Y1 - 2002/1/1

N2 - This investigation seeks to confirm several key factors in computer-based versus paper-based assessment. Based on earlier research, the factors considered here include content familiarity, computer familiarity, competitiveness, and gender. Following classroom instruction, freshman business under-graduates (N = 105) were randomly assigned to either a computer-based or identical paper-based test. ANOVA of test data showed that the computer-based test group outperformed the paper-based test group. Gender, competitiveness, and computer familiarity were NOT related to this performance difference, though content familiarity was. Higher-attaining students benefited most from computer-based assessment relative to higher-attaining students under paper-based testing. With the current increase in computer-based assessment, instructors and institutions must be aware of and plan for possible test mode effects.

AB - This investigation seeks to confirm several key factors in computer-based versus paper-based assessment. Based on earlier research, the factors considered here include content familiarity, computer familiarity, competitiveness, and gender. Following classroom instruction, freshman business under-graduates (N = 105) were randomly assigned to either a computer-based or identical paper-based test. ANOVA of test data showed that the computer-based test group outperformed the paper-based test group. Gender, competitiveness, and computer familiarity were NOT related to this performance difference, though content familiarity was. Higher-attaining students benefited most from computer-based assessment relative to higher-attaining students under paper-based testing. With the current increase in computer-based assessment, instructors and institutions must be aware of and plan for possible test mode effects.

UR - http://www.scopus.com/inward/record.url?scp=0036877453&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0036877453&partnerID=8YFLogxK

U2 - 10.1111/1467-8535.00294

DO - 10.1111/1467-8535.00294

M3 - Article

VL - 33

SP - 593

EP - 602

JO - British Journal of Educational Technology

JF - British Journal of Educational Technology

SN - 0007-1013

IS - 5

ER -