Comparability of Test Results of Computer based Tests (CBT) and Paper and Pencil Tests (PPT) among English Language Learners in Iran

Hosseini, Monirosadat; Abidin, Mohamad Jafre Zainol; Baghdarnia, Mostafa

doi:10.1016/j.sbspro.2014.03.465

Cited by 35 publications

(38 citation statements)

References 23 publications

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“…Test scores of test takers did not vary in both PPT and CBT. Like Hosseini et al (2014) who confirmed that test takers received lower scores in CBT than PPT version of the achievement test, and Al-Amri who found cross mode effects (Al-Amri, 2008), findings of this study confirmed the comparability and equivalency of test takers' scores obtained from two different testing modes. The findings of this research are compatible with the corresponding findings that were reached by some other researchers (Mojarrad et al, 2013).…”

Section: Resultssupporting

confidence: 79%

“…They proved that two versions of listening, reading comprehension, grammar and vocabulary subtests measured the same constructs based on confirmatory factor analysis results. Hosseini et al (2014) conducted a comparability study and investigated the equivalency of test results obtained from CBT and PPT. Two equivalent multiple-choice tests of general English including computerized and paper-based formats were administered to one testing group composed of 106 Iranian English language learners who have been randomly selected from Azad University of Tehran.…”

Section: Introductionmentioning

confidence: 99%

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Cross-Mode Comparability of Computer-Based Testing (CBT) Versus Paper-Pencil Based Testing (PPT): An Investigation of Testing Administration Mode among Iranian Intermediate EFL Learners

Khoshsima¹,

Hosseini²,

Toroujeni³

2017

ELT

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Advent of technology has caused growing interest in using computers to convert conventional paper and pencil-based testing (Henceforth PPT) into Computer-based testing (Henceforth CBT) in the field of education during last decades. This constant promulgation of computers to reshape the conventional tests into computerized format permeated the language assessment field in recent years. But, enjoying advantages of computers in language assessment raise the concerns of the effects that computerized mode of testing may have on CBT performance. Thus, this study investigated the score comparability of Vocabulary in Use test taken by 30 Iranian undergraduate students studying at a state university located in Chabahar region of Iran (CMU) to see whether scores from two administrations of testing mode were different. Therefore, two similar tests were administered to the male and female participants on two testing mode occasions with four weeks interval. Employing One-Way ANOVA statistical test to compare the mean scores and Pearson Correlation test to find the relationship between mode preference and performance revealed that two sets of scores were not different and gender difference was not also considered a variable that might affect performance on CBT. Based on the results, computerized version of the test can be considered a favorable alternative for the state undergraduate students in Iran.

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Section: Resultssupporting

confidence: 79%

Section: Introductionmentioning

confidence: 99%

Cross-Mode Comparability of Computer-Based Testing (CBT) Versus Paper-Pencil Based Testing (PPT): An Investigation of Testing Administration Mode among Iranian Intermediate EFL Learners

Khoshsima¹,

Hosseini²,

Toroujeni³

2017

ELT

Self Cite

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“…This study did not compare students' test results using paper-based test and computer-based tests. Previous research revealed that examinees performed better on paper and pancil test (PPT) than computer-based tests (CBT) with ratio 24.6 to 23.6 [11]. Meanwhile, other studies have shown that there is no significant difference in these two test modes that will likely result in the same test scores [12].…”

Section: Resultsmentioning

confidence: 99%

Optimizing the Roles of Information and Communications Technology in the Assessment of Learning Outcomes

Prayitno¹,

Saputro²,

Kurniawati³

2017

Proceedings of the 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2017)

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Abstract-This study aims to maximize the learning outcome assessment. The background are many weaknesses in the procurement of conventional tests, including the tendency of students to cheat, supervisors inconsistent with his duties in supervising the exam, and the risk of loss of student answer sheets for collecting the same time. Therefore, the authors took the initiative to take advantage of information and communication technology in order to overcome the weaknesses found in the conventional assessment system. In this case, the authors plan to create a web-based learning assessment by applying a computerized testing system. The core concept of this system is to transfer the questions that have been made from used paper into a computerized system using wireless media. In practice, the research has the stages of needs analysis, preparation of draft system, system testing, expert judgment, revision and improvement of the system. By using this system, the problems that have been created will be displayed to the computer or other supporting devices belonging to students at random. The weaknesses found in conventional testing systems can be minimized: minimize cheat, executed only with a system administrator, automatic timing by the system, and no risk of losing an answer sheet.

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“…Researchers have also studied test takers' perceptions about computer-based testing. In a study by Hosseini et al (2014), it was found that students had more positive attitudes towards computer-based tests when compared to paper-based tests. Another study among postgraduate students reported that 61.8% preferred computer-based tests compared to paper-based tests (Jawaid et al, 2014).…”

Section: Computer-based Testingmentioning

confidence: 99%

“…For instance, due to computer use in educational settings and a significant interest in distance education, there has been an upward trend in computer-based learning. This trend has also changed the mode of assessment from paper-based to computer-based (Chua & Don, 2013;Hosseini, Abidin, & Baghdarnia, 2014;Weinerth, Koenig, Brunner, & Martin, 2014). This change was necessary because computers and related technologies (e.g., mobile devices) have many affordances for the instruction and assessment process.…”

Section: Introductionmentioning

confidence: 99%

Enhancing a Computer-Based Testing Environment with Optimum Item Response Time

2015

EURASIA J MATH SCI T

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As technology has become more advanced and accessible in instructional settings, there has been an upward trend in computer-based testing in the last decades. The present experimental study examines students' behaviors during computer-based testing in two different conditions and explores how these conditions affect the test results. Results indicate that some of the psychometric features of a test (reliability and validity) could be enriched on computer-based testing if students are provided optimum item response time. In addition, it was found that providing optimum response time for each item influenced the students in the experimental group to not engage in rapid guessing behaviors. Thereby, students spent a reasonable amount of time answering the questions, which resulted in more reliable and valid scores, aforementioned. Lastly, there was no statistically significant difference in two groups in terms of student performance.

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Comparability of Test Results of Computer based Tests (CBT) and Paper and Pencil Tests (PPT) among English Language Learners in Iran

Cited by 35 publications

References 23 publications

Cross-Mode Comparability of Computer-Based Testing (CBT) Versus Paper-Pencil Based Testing (PPT): An Investigation of Testing Administration Mode among Iranian Intermediate EFL Learners

Cross-Mode Comparability of Computer-Based Testing (CBT) Versus Paper-Pencil Based Testing (PPT): An Investigation of Testing Administration Mode among Iranian Intermediate EFL Learners

Optimizing the Roles of Information and Communications Technology in the Assessment of Learning Outcomes

Enhancing a Computer-Based Testing Environment with Optimum Item Response Time

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