Performance Differences According to Test Mode and Computer Familiarity on a Practice Graduate Record Exam

Abstract

Ideally, test performance is unrelated to the mode in which the test is administered. This study investigated the relationships between test mode (paper and pencil vs. computerized with editorial control and computerized without editorial control) and computer familiarity (lower, moderate, and higher) with test performance on the Graduate Record Exam (GRE). The GRE was administered to 222 undergraduates stratified by gender and randomly assigned to the three test mode groups. With self-reported grade point average as a covariate in a MANCOVA, the authors found that examinees in the paper-and-pencil group outperformed the computerized-without-editorial-control group on all subtests. The computerized-with-editorial-control group outperformed the computerized-without-editorial-control group on the Analytical subtest only. The authors also found a significant main effect for computer familiarity on the Analytical and Quantitative subtests. A significant interaction between computer familiarity and test mode on the Quantitative subtest confounded the main effect for that subtest. The subtests were dramatically more speeded in the computerized forms. The results emphasize the importance of evaluating time constraints when converting exams from paper-and-pencil to computer-delivery mode.

Comparing Postsecondary Marketing Student Performance on Computer- Based and Handwritten Essay Tests

“…The use of these tests is likely influenced by many reported advantages. Goldberg and Pedulla (2002) supported this idea when they stated that "Moves toward computerized testing stem from the advantages it offers over the traditional paper-and-pencil format" (p. 1053). Some of the reported advantages of computer-based tests include immediate student feedback (Alderson, 2000;Barkley, 2002;Stevens, 2001), increased instructional time (Barkley, 2002;Truell & Davis, 2003), increased scoring accuracy (Stevens, 2001), increased test administration options (Alderson, 2000), more assessment opportunities (Barkley, 2002), records administration (Alderson, 2000;Stevens, 2001), and reduced testing costs (Barkley, 2002).…”

Assessing scientific literacy through computer-based tests – consequences related to content and gender

“…However, Leeson (2006) argues that, although the availability for item review is taken for granted in paper-and-pencil-based tests, it is usually not an option when taking the test on computers and definitely not an option on computer adaptive tests, where the next item on the test is selected on the basis of previous answers. In their study, Goldberg and Pedulla (2002) conclude that the undergraduate students who took a paper-and-pencil-test outperformed the group that took the same test on the computer without the option to review the items.…”

Replacing Paper-Based Testing with an Alternative for the Assessment of Iranian Undergraduate Students: Administration Mode Effect on Testing Performance

“…Whereas the user's gender, age, the ability to process information, familiarity with computer and ability to use it, the level of anxiety, and attitude are considered as user's' originated factors [61]. Some studies done on investigating the relationship between computer usage ability and achievement have emphasized that computer usage skill is an important predictor of user's success and students with poor computer ability show low achievement in CBTs [62,41,63,64]. However, they stress that with the increase accessibility to and familiarity with computers, such problems may decrease.…”