Computer versus Paper-and-Pencil Assessment of Educational Development
A Comparison of Psychometric Features and Examinee Preferences
Bibliographic Data
| ID | 13651015 |
|---|---|
| Authors | Jaeyool Boo (Jeonju National University of Education, Republic of Korea, corresponding author), Walter P Vispoel (0000-0002-9415-251X, University of Iowa), Walter Vispoel (University of Iowa) |
| Year | 2012 |
| Volume | 111 |
| Issue | 2 |
| Pages | 443-460 |
| Publication date | 2012-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychological Reports (JOURNAL) |
| Journal identifiers | ISSN: 0033-2941 • E-ISSN: 1558-691X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2466/10.03.11.pr0.111.5.443-460 |
| PMID | 23234089 |
| OpenAlex | W2032363077 |
| Language | EN |
| Citations received | 1 |
| References cited | 25 |
The purposes of this study were to assess the comparability of scores obtained from computer and paper-and-pencil versions of the Iowa Tests of Educational Development and to evaluate examinees' attitudes about multiple aspects of test administration in the two modes. Findings supported the comparability of scores across administration modes with regard to scaling (means and standard deviations), internal consistency, and criterion- and construct-related validity. Overall, examinees preferred taking the computerized tests and valued many operational features of those tests. The least favorable attitudes were reported for the literary skills tests and their scrollable reading passages in particular
Comparability · Consistency (knowledge bases · Construct (python library · Construct validity · Developmental psychology · Internal consistency · Mathematics education · Pencil (optics · Psychometrics · Test (biology · Applied Psychology · Artificial Intelligence · Computer Science · Gender and Technology in Education · Mathematics · Online and Blended Learning · Psychology · Social Psychology · Teacher Education and Leadership Studies
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| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |