In recent years, computer-based testing (CBT) has grown in popularity, is increasingly being implemented across the United States, and will likely become the primary mode for delivering tests in the future. Although CBT offers many advantages over traditional paper-and-pencil testing, assessment experts, researchers, practitioners, and users have expressed concern about the comparability of scores between the two test administration modes. To help provide an answer to this issue, a meta-analysis was conducted to synthesize the administration mode effects of CBTs and paper-and-pencil tests on K—12 student reading assessments. Findings indicate that the administration mode had no statistically significant effect on K—12 student reading achievement scores. Four moderator variables—study design, sample size, computer delivery algorithm, and computer practice—made statistically significant contributions to predicting effect size. Three moderator variables—grade level, type of test, and computer delivery method—did not affect the differences in reading scores between test modes.

An immunocytochemical assay using a monoclonal antibody specific for estrogen receptor (ER-ICA) was performed on needle aspirates and on histologic sections (mastectomy and biopsy specimens) from 55 patients with breast cancer. A total of 82 ER-ICAs were performed, with matched cytologic and histologic specimens in 27 patients, cytology alone in 15, and histology alone in 13. ER-ICA results were described by a histochemical score (H score) based on intensity-weighted percentages of staining cells. The H scores were compared with results of sucrose density gradient (SDG) analysis of histologic specimens (mastectomy, resection, or biopsy). An H score greater than or equal to 10 and an SDG value greater than or equal to 10 fmol/mg protein were considered positive. The sensitivity of cytologic ER-ICA was 94%, the specificity 100%. The sensitivity of histologic ER-ICA was 67%, the specificity 90%. Correlating cytologic H score with Black's nuclear grade showed that grade 1 (the most anaplastic) carcinomas demonstrated the lowest H scores (mean, 7.3 +/- 29.8), whereas the highest H scores were noted in grade 3 tumors (mean, 150.0 +/- 88.1). Both SDG and ER-ICA showed ER values to be lower in premenopausal than postmenopausal women. There was no correlation between H score and presence of axillary nodal metastases or tumor size. An overall good correlation was demonstrated between immunohistochemical methods and biochemical analysis.

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This study conducted a meta-analysis of computer-based and paper-and-pencil administration mode effects on K-12 student mathematics tests. Both initial and final results based on fixed- and random-effects models are presented. The results based on the final selected studies with homogeneous effect sizes show that the administration mode had no statistically significant effect on K-12 student mathematics tests. Only the moderator variable of computer delivery algorithm contributed to predicting the effect size. The differences in scores between test modes were larger for linear tests than for adaptive tests. However, such variables as study design, grade level, sample size, type of test, computer delivery method, and computer practice did not lead to differences in student mathematics scores between computer-based and paper-and-pencil modes.

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