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Disaggregated Effects of Device on Score Comparability
Author(s) -
Davis Laurie,
Morrison Kristin,
Kong Xiaojing,
McBride Yuanyuan
Publication year - 2017
Publication title -
educational measurement: issues and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.158
H-Index - 52
eISSN - 1745-3992
pISSN - 0731-1745
DOI - 10.1111/emip.12158
Subject(s) - comparability , ethnic group , reading (process) , mathematics education , scale (ratio) , psychology , statistics , computer science , mathematics , geography , linguistics , philosophy , cartography , combinatorics , sociology , anthropology
The use of tablets for large‐scale testing programs has transitioned from concept to reality for many state testing programs. This study extended previous research on score comparability between tablets and computers with high school students to compare score distributions across devices for reading, math, and science and to evaluate device effects for gender and ethnicity subgroups. Results indicated no significant differences between tablets and computers for math and science. For reading, a small device effect favoring tablets was found for the middle to lower part of the score distribution. This effect seemed to be driven by increases in performance for male students when testing on tablets. No interactions of device with ethnicity were observed. Consistent with previous research, this study provides additional evidence for a relatively high degree of comparability between tablets and computers.