Equivalence of Computer and Paper-And-Pencil Armed Services Vocational Aptitude Battery Tests

Kiely, Gerard L.; Zara, Anthony R.; Weiss, David J.

doi:10.1037/e592452010-001

Cited by 4 publications

(11 citation statements)

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Section: Experimental Design Issuesmentioning

confidence: 99%

“…Greaud and Green (1986) and Kiely et al (1986) found it affected score differences on coding skills tests. Kiely et al (1986) also found, however, a smaller effect in favor of paper and pencil in the numerical operations speeded test. Sachar and Fletcher (1978) found that the engineering design of a feature, or perhaps a particular computer's inherent speed in reviewing and correcting previous items, could have slowed the computer group down sufficiently that they completed fewer items in a speeded aptitude test, thus reducing the scores for the CT group.…”

Section: Experimental Design Issuesmentioning

confidence: 99%

“…One good design solution is to make the question visible in a foreground window while the previous material is paged or scrolled rapidly in a background window. Kiely, Zara, and Weiss (1986) recommended a variant of this solution in connection with a study of paragraph comprehension items. Each of three different CT conventions for reviewing parts of the paragraph, with and without the question visible, produced lower mean scores for the CT students than for students taking the same items with paper and pencil.…”

Section: Engineering Design Issuesmentioning

confidence: 99%

See 2 more Smart Citations

The Four Generations of Computerized Educational Measurement

Bunderson

Inouye

Olsen³

1988

ETS Research Report Series

102

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Educational measurement is undergoing a revolution, due to the rapid dissemination of information-processing technology. One of the most notable aspects of that revolution is the rapidity with which it has come upon us. It is perhaps inevitable that the recent growth in power and sophistication of computing resources and the widespread dissemination of computers in daily life have brought about irreversible changes in educational measurement.

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Section: Experimental Design Issuesmentioning

confidence: 99%

Section: Experimental Design Issuesmentioning

confidence: 99%

Section: Engineering Design Issuesmentioning

confidence: 99%

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The Four Generations of Computerized Educational Measurement

Bunderson

Inouye

Olsen³

1988

ETS Research Report Series

102

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“…1985); and (3) standardized aptitude tests such as the Armed Services Vocational Aptitude Battery (ASYAB) (Kiely, Zara, and Weiss 1986) and the Aptitude Classification Battery of the German Federal Armed Forces (WiIdgrube 1982). With the increasing availability of microcomputers in mental health clinics, elementary schools, high schools, and colleges, a market for computer-administered versions of paperand-pencil standardized tests is developing and willcontinue to grow.…”

Section: Introductionmentioning

confidence: 99%

The Equivalence of Scores From Automated and Conventional Educational and Psychological Tests

Mazzeo¹,

Harvey²

1988

ETS Research Report Series

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A literature review was conducted to determine the current state of knowledge concerning the effects of the computer administration of standardized educational and psychological tests on the psychometric properties of these instruments. Studies were grouped according to a number of factors relevant to the administration of tests by computer. Based on the studies reviewed, we arrived at the following conclusions: The rate at which test‐takers omit items in an automated test may differ from the rate at which they omit items in a conventional presentation. Scores on tests from automated versions of personality inventories such as the Minnesota Multiphasic Personality Inventory are lower than scores obtained in the conventional testing format. These differences may result in part from differing omit rates, as described above, but some of the differences may be caused by other factors. Scores from automated versions of speed tests are not likely to be comparable with scores from paper‐and‐pencil versions. The presentation of graphics in an automated test may have an effect on score equivalence. Such effects were obtained in studies using the Hidden Figures Test. However, in studies with three Armed Services Vocational Aptitude Battery (ASVAB) tests, effects were not found. Tests containing items based on reading passages can become more difficult when presented on a CRT. This was demonstrated in a single study with the ASVAB tests. The possibility of such asymmetric practice effects may make it wise to avoid conducting equating studies based on single‐group counterbalanced designs.

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“…That is, it has the same test questions and presents them in exactly the same order as the paper and pencil version of the test. Most computer based testing was developed based on the classical test theory, and have been extensively studied (Dunn, Lushene, &O"Neil, 1972;Elwood, 1972;Kiely, Zara, &Weiss, 1986). Computer based testing provides many advantages, such as greater standardization, reduced testing time, immediate test results, and the ability to measure item response latencies.…”

Section: Introductionmentioning

confidence: 99%

Comparison between CBT and PBT: Assessment of Gap-filling and Multiple-choice Cloze in Reading Comprehension

Li¹,

Pu²

2010

JLTR

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Abstract-The main purpose of the article is to determine whether there is equivalence between computer based test and paper based test. A lot of comparable research has been conducted to investigate the equivalence between two test formats, but their results are inconsistent, which causes controversy in the field of research. Moreover, many of these studies are conducted in the other countries, especially in the USA, but few in China. Therefore, it is necessary to conduct the respective research in the Chinese context. Based on Honaker's two standards for equivalence of computer based test and paper based test, the experiment is made to explore the equivalence between CBT and PBT.

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Equivalence of Computer and Paper-And-Pencil Armed Services Vocational Aptitude Battery Tests

Cited by 4 publications

References 0 publications

The Four Generations of Computerized Educational Measurement

The Four Generations of Computerized Educational Measurement

The Equivalence of Scores From Automated and Conventional Educational and Psychological Tests

Comparison between CBT and PBT: Assessment of Gap-filling and Multiple-choice Cloze in Reading Comprehension

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