Evaluating the Comparability of PPT and CBT by Implementing the Compulsory Islamic Culture Course Test in Jordan University

Abstract

Study aims to determine whether the university students' scores in the compulsory Islamic culture course test on a selected sample differ across the paper-and pencil test (PPT) & computer-based test (CBT) versions, and to reveal the relationship between gender and the student's level of performance in the test. Therefore, the study evaluated the comparability of two versions of a compulsory Islamic culture course test (PPTs) and (CBTs). The importance of conducting the study in Jordan stems from the fact that public and private universities have begun to move away from the traditional patterns of tests such (PPTs) and went towards (CBTs). In addition to detecting which model gives the best in the output and has the characteristics of the psychometric test, furthermore, indicates whether there were any differences between males and females, the study sample consisted of 120 individuals, 67 females and 53 males from scientific, health and humanities colleges. The results showed that there was no significant difference between the two versions provided to students CBT and PPT with 0.36 moderate correlation indicators in the pre-CBT test, no significant differences between the males and females in the CBT test results. Therefore, on the basis of the results of the present study, the CBT test is an option and a preferred alternative for regular students of the bachelor's level at the University of Jordan.

Effects of Computer-Based Test (CBT) and Paper and Pencil Test (PPT) on Academic Achievement and Test Anxiety of Secondary School Students’ in Economics

“…Many studies have been conducted on the comparability of CBT and PPT. Some of the studies (Choi et al, 2003;Scheuermann & Björnsson, 2009) revealed that there is a significant difference between the two testing modes on test scores, while other studies (Al-Amri, 2009;Alakyleh, 2018) reported opposite or inconsistent results. Alakyleh's (2018) study aims to determine whether the university students' scores in the compulsory Islamic culture course test on a selected sample differ across the paper and pencil test (PPT) & computer-based test (CBT) versions and to reveal the relationship between gender and the student's level of performance in the test.…”

“…Some of the studies (Choi et al, 2003;Scheuermann & Björnsson, 2009) revealed that there is a significant difference between the two testing modes on test scores, while other studies (Al-Amri, 2009;Alakyleh, 2018) reported opposite or inconsistent results. Alakyleh's (2018) study aims to determine whether the university students' scores in the compulsory Islamic culture course test on a selected sample differ across the paper and pencil test (PPT) & computer-based test (CBT) versions and to reveal the relationship between gender and the student's level of performance in the test. The results showed that there was no significant difference between the two versions provided to students, CBT and PPT,with .36 The Gambia Also, research findings on the preference for CBT or PPT by various stakeholders in the field of education and other fields of study have been quite varied in the literature.…”

Computerized testing in reading comprehension skill: investigating score interchangeability, item review, age and gender stereotypes, ICT literacy and computer attitudes

“…In some studies, test takers outperformed on PPBT rather than CFLT (Carpenter & Alloway, 2018;Hosseini et al, 2014), or no testing administration mode effect was found (Jeong, 2012;Karay et al, 2015;Meyer et al, 2016;Prisacari & Danielson, 2017). Although these results cannot be described as decisive, there is a growing tendency to suggest that two CFLT and PPBT versions are expected to be equivalent across two presentation modes (Alakyleh, 2018;Ebrahimi et al, 2019;Khoshsima et al, 2019;Wang & Shin, 2010). Converting PPBT into CFLT and studying mode effect on testing performance should be done through carefully well-organized empirical investigations.…”

“…Furthermore, in the age of technologizing assessment (Ary et al, 2018), teachers are capable and intelligent enough to create their own CFLT versions to assess their students' attainments, and consequently to make instructional decisions (Hensley, 2015). This is the main reason leads some researchers in middle-eastern countries such as Iran, Japan, Hong- Kong, China, Thailand, Turkey, Saudi Arabia, Malaysia, and Jordan (Hashemi Toroujeni, Thompson, and Faghihi, In Press) to investigate whether test-takers' scores are equivalent across two test versions (Alakyleh, 2018). Therefore, scores across two delivery modes or across different times need to be interchangeable or equivalent.…”

Assessment and Feedback to Enhance Online English Language Learning

“…This testing has many benefits. In the testing field, Alakyleh (2018) affirmed that the use of computers contributed to increased productivity and creativity. CBT facilitated test authors to contribute identical test settings for all examinees, regardless of the size of the test population.…”