Examining Differences in Examinee Performance in Paper and Pencil and Computerized Testing

Gautam Puhan · Keith A. Boughton · Sooyeon Kim

38 citations0/0 files storedThe Journal of Technology, Learning and Assessment (Boston College)

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Psychometric Methodologies and Testing Educational Assessment and Pedagogy Teacher Education and Assessments

Abstract

The study evaluated the comparability of two versions of a certification test: a paper-and-pencil test (PPT) and computer-based test (CBT). An effect size measure known as Cohen’s d and differential item functioning (DIF) analyses were used as measures of comparability at the test and item levels, respectively. Results indicated that the effect sizes were small (d < 0.20) and not statistically significant (p > 0.05), suggesting no substantial difference between the two test versions. Moreover, DIF analysis revealed that reading and mathematics items were comparable for both versions. However, three writing items were flagged for DIF. Substantive reviews failed to identify format differences that could explain the performance differences, so the causes of DIF could not be identified.

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1992A power primer.1984Essentials of Behavioral Research: Methods and Data Analysis 1994Differential Item Functioning.1994Methods for Identifying Biased Test Items 1993A Model-Based Standardization Approach that Separates True Bias/DIF from Group Ability Differences and Detects Test Bias/DTF as well as Item Bias/DIF 1992DIF DETECTION AND DESCRIPTION: MANTEL‐HAENSZEL AND STANDARDIZATION1,2 1993Equivalence of computerized and paper-and-pencil cognitive ability tests: A meta-analysis.1993Practical questions in the use of DIF statistics in test development.

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