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Permanent link (DOI): https://doi.org/10.7939/R3JQ0T367

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Comparing Performance Across Test Administration Modes in a Large-Scale Testing Environment Open Access

Descriptions

Other title
Subject/Keyword
mode effects
comparability studies
computer-based tests
equivalency
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Shostak,Deanna Lynn
Supervisor and department
Rogers, W. Todd (Educational Psychology)
Examining committee member and department
Glanfield, Florence (Secondary Education)
Buck, George (Educational Psychology)
Department
Department of Educational Psychology
Specialization
Measurement, Evaluation, and Cognition
Date accepted
2014-01-23T11:45:12Z
Graduation date
2014-06
Degree
Master of Education
Degree level
Master's
Abstract
The purpose of this study was to complete a secondary analysis of the data collected for a Mathematics 30-2 field test to examine the comparability of the psychometric properties and the students’ scores for a computer-based and paper-and-pencil form of the same test. A computer familiarity survey was used to explain any possible differences between the two samples. A total of 252 students responded to the paper-and-pencil field test and 378 students responded to the computer-based field test. At the item level, only one item (numerical-response item 3) had a statistical difference in difficulty with a moderate effect size. At the test level, the effect sizes for the main effects and interactions that were significant (response mode-by-test mode preference, response mode, test mode preference) were all small. There were very few significant differences in the responses to the computer familiarity survey. Implications for practice and recommendations for research are provided.
Language
English
DOI
doi:10.7939/R3JQ0T367
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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