Evaluating mode comparability in early elementary grades

Abstract

To my family and relatives-thank you for your unconditional love, support, and encouragement throughout this journey. I also want to thank my dear husband, Chuan, for your unwavering love and endless support. During the process of doing my dissertation, you served as a walking encyclopedia, an entertainer, and, most importantly, a loving husband! v ABSTRACT With the widespread use of technology in the assessment field, many testing programs use both computer-based tests (CBTs) and paper-and-pencil tests (PPTs). Both the Standards for Educational and Psychological Testing (AERA, APA, & NCME, 2014) and the International Guidelines on Computer-Based and Internet Delivered Testing (International Test Commission, 2005) have called for studies on the equivalence of scores from different modes to support the uses and interpretations of scores across modes. Studies of administration mode effects, however, are quite limited and have found mixed results in the early childhood literature. In addition, little research has focused on both construct comparability and score comparability. viii TABLE OF CONTENTS LIST OF TABLES .