Support accountability and inform instruction
Paper-based Versus Computer-based Assessment: Key Factors Associated with the Test Mode Effect
Higher Ed - Quantitative Research; Roy Clariana, The Pennsylvania State University; Patricia Wallace, The College of New Jersey
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. With the current increase in computer-based assessment, instructors and institutions must be aware of and plan for possible test mode effects.
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