CBT is lauded as the answer to having cheaper and speedier test delivery for state and district-wide assessments. The variation in participants' opinions regarding computerized tasks suggests that this method might be more suitable for some participants than others.Ĭomputer-based testing (CBT) has emerged as one of the recent "innovative" approaches to assessments most pursued by states. The results suggest that PWA can be assessed using computerized versions of tasks, but that caution should be exercised when comparing scores to those collected using traditional methods, including norms. No factors were identified that predicted participants' relative performance in the computer condition. Whereas some individuals felt comfortable with the computer, overall, participants preferred the traditional assessment method or when another person was in the room. There was no significant difference in the time taken between the conditions. Scores from the traditionally administered tasks were highly correlated with those from the computerized tasks, but scores from the computerized tasks were significantly lower. The participants also completed questionnaires rating aspects of each condition. Computerized and traditionally administered versions of tasks were compared to determine whether (a) the scores were equivalent, (b) the administration was comparable, (c) variables such as age affected performance, and (d) the participants' perceptions of the computerized and traditionally administered versions of the tasks were similar.įifteen PWA were assessed on 2 language tasks-sentence-picture matching and grammaticality judgment-in 3 conditions: computer only, computer with the clinician present, and traditional. This study investigated whether computers are a useful tool in the assessment of people with aphasia (PWA). The study shows that with the classical test theory approach, the reliability coefficients between the scores of the results of PPT and those of CBT are almost the same, and using the item response theory, it was found that although the value of the information function on PPT and CBT relatively similar in several subtests, there is a tendency for participants with the moderate ability that CBT is more accurate than PPT, and for the low and high ability of participants, PPT tends to be more accurate than CBT. Using the participants’ responses to the PPT documented from 2008-2010 and data of CBT TOEP documented in 2013-2014 on the sets of 1A, 2A, and 3A for the Listening and Reading section, the researcher estimated the reliability estimation results using classical test theory and the value of information function and on the item response theory on PPT are then compared with CBT, which has the greater reliability and the value of information functions is said to be more accurate. This study aimed to compare the accuracy of the test scores as results of Test of English Proficiency (TOEP) based on paper and pencil test (PPT) versus computer-based test (CBT). Additionally, prior testing mode preference and gender had no significant effect on test takers’ CBT score, and they were not considered the variables that might affect the performance on CBT. Using descriptive statistics and ANOVA, the findings demonstrated that two CBT and PBT sets of scores were comparable. Two equivalent tests and two questionnaires were used. The relationship between testing mode preference on test takers’ CBT performance was also examined. This research was conducted to provide the required empirical evidences on the existence of distinctive effects caused by changing administration mode from conventional PBT to modern CBT. The Guidelines for Computer-Based Tests and Interpretations recommended eliminating the possible effects of some moderator variables on test takers performance. Moderators such as individual differences (e.g., prior computer experience or computer attitude) have been investigated to see if they influence test takers’ performance. Such conclusions are referred to as “the effect of testing administration mode” or “testing mode effect”. The empirical evidences show that two identical Computer-Based Testing (henceforth CBT) and Paper-and-Pencil-Based Testing (henceforth PBT) do not always result in the same scores.
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