Procedia - Social and Behavioral Sciences · 2014 · 43 citations · 31 references
EducationEducational AssessmentEducational MeasurementLanguage ProficiencyReading ComprehensionTechnology-based Language TeachingComputer-based TestingLanguage Proficiency TestingReadingTest AdministrationTest ValidityComputer-based Language TestingCorrelation Of Test ScoresCross-group Score ComparabilityEnglish Language LearnersStandardized Test ScoresTest Score Comparability
The study compares paper‑based and computer‑based multiple‑choice reading comprehension tests administered to first‑year English students at Azad University of Tehran, Iran. The study investigates the comparability of scores between computer‑based and paper‑based tests and examines how students’ computer familiarity and attitudes affect performance. Participants completed two equivalent multiple‑choice reading tests—one paper‑based and one computer‑based—on separate occasions, and the data were analyzed using matched t‑tests and ANOVA. Results indicated that paper‑based tests yielded significantly higher scores than computer‑based tests (p < 0.05), while computer familiarity and attitudes did not affect performance, though students preferred the computer test’s features.
This study aims at examining the score comparability of institutional multiple-choice reading comprehension tests in two testing methods, i.e. paper-based and computer-based tests taken by Iranian first-year English students in Azad University of Tehran, Iran. In order to find the results, the researcher required examining the impact of computer-based testing (henceforth CBT) on the test score results, and exploring the relationship between particular test takers' characteristics such as prior computer familiarity and computer attitudes as well as test performancewith their test scores. Two equivalent tests were administered to participants on two different occasions. Utilizing matched t-test to compare the means of two test modes, the results of the study show the priority of PPT over CBT with .01 degree of difference at p<05. Using ANOVA, the findings revealed that computer familiarity and attitude towards computer had no significant influence on the students' performance in computerized test. Additionally, participants showed more preference on test features presented on the computer test.
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Classroom Assessment: Minute by Minute, Day by Day
Siobhán Leahy, Christine J. Lyon, Marnie Thompson et al. · IOE EPrints · 2005 · 287 citations