Testing in a Computer Technology Course: An Investigation of Equivalency in Performance Between Online and Paper and Pencil Methods

Abstract

This experiment sought to examine the equivalence of online and paper and pencil testing methods as related to student performance in a computer technology course. Test score and completion time were the dependent variables that were used to assess students' performance. The study utilized a quasi-experimental design. Test scores were not significantly different on the variables of pretest, age, class standing, ethnicity, and gender. The findings showed that test scores were equivalent in both groups; however, time to complete the test was significantly different between the groups. The online testing group completed the test in less time than the paper and pencil group. The exploration of class standing did reveal that freshmen were the only group that took significantly less time to complete the online test. The study supports the online test method did not effect score as result of age, class level, and gender.

University Students' Perceptions of Web-based vs. Paper-based Homework in a General Physics Course

“…First, given no practical differences in students' perceptions of web-based testing based on the variables investigated, physics educators who are working with similar groups may find online testing to be a viable alternative to traditional paper and pencil testing. Several studies have reported no differences in student performance when online and paper and pencil test scores have been compared (e.g., Alexander et al, 2001;Bicanich, Slivinski, Hardwicke, & Kapes, 1997;Bonham at al., 2003). Second, while students' perceptions of web-based testing are generally positive, in some areas physics educators may have to adapt the online testing process to better fit the desires of students.…”

Issues in transitioning from the traditional blue-book to computer-based writing assessment

“…However, the pervasion of computers in schools reverses the concerns educators and assessors once had about the use of computers in writing assessment. With computers being extensively used for most students' writing, projects, and assignments (Alexander et al, 2001), many students have become adept computer users. This situation calls researchers to question the fairness and validity of results of writing assessments of students who are adroit computer users constrained to handwrite their essays (Way, Davis, & Strain-Seymour, 2008;Lee, 2004;Russell & Haney, 1997).…”

“…Several studies report instances where students found word processors enabled them to make revisions that improved the quality of their writings more easily than they could when they handwrote their essays (Li, 2006). Also, computer-based testing saves costs associated with printing and shipping test paper materials (Way, Davis, & Fitzpatrick, 2006) and eliminates the constraints of time and geographical location in test administration (Alexander et al, 2001). Hence, it seems logical that transitioning to computer-based writing assessment is the right way to go.…”

The Impact of Settable Test Item Exposure Control Interface Format On Postsecondary Business Student Test Performance

“…This research interest in computer-based testing is likely a result of the many advantages associated with its use (Goldberg & Pedulla, 2002). A number of researchers have reported on the advantages of computer-based testing (e.g., Alderson, 2000;Alexander, Bartlett, Truell, & Ouwenga, 2001;Barkley, 2002;Bocij & Greasley, 1999;DeSouza & Fleming, 2003;Goldberg & Pedulla, 2002;Greenberg, 1998;Shermis & Lombard, 1998;Shermis, Mzumara, & Bublitz, 2001;Song, 1998;Stephens, 2001;Truell & Davis, 2003). Often cited advantages of computer-based testing include decreased testing costs, effective records management, increased assessment options, improved scoring precision, instant feedback to students, more instructional time, more test administration choices, and reduced testing time.…”

“…The majority of the test item exposure control research focused on the impact of test items selected to be exposed to a test taker from large test item pools. Further, computer-based testing systems have caused some researchers to express concern that its equivalency with traditional testing techniques be confirmed (Alexander et al, 2001;Bugbee & Bernt, 1990;Bugbee, 1996;Truell & Joyner, 2003;Truell, 2005). Finally, Truell (2005) recommended that research was needed regarding the various settable interface formats available to faculty using computer-based testing systems.…”