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Paper–based versus computer–based assessment: key factors associated with the test mode effect
Author(s) -
Clariana Roy,
Wallace Patricia
Publication year - 2002
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/1467-8535.00294
Subject(s) - test (biology) , key (lock) , mode (computer interface) , computer science , plan (archaeology) , mathematics education , multimedia , psychology , human–computer interaction , computer security , biology , history , archaeology , paleontology
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 undergraduates (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.