Abstract

This study investigated whether scores obtained from the online and paper-and-pencil administrations of the statewide end-of-course English test were equivalent for students with and without disabilities. Score comparability was evaluated by examining equivalence of factor structure (measurement invariance) and differential item and bundle functioning analyses for the online and paper groups. Results supported measurement invariance between the online and paper groups, suggesting that it is meaningful to compare scores across administration modes. When the data were analyzed at both the item and item bundle (content area) levels, similar performance appeared between the online and paper groups. (Contains 6 tables.)

Citation

Kim, D.H. & Huynh, H. (2010). Equivalence of Paper-and-Pencil and Online Administration Modes of the Statewide English Test for Students with and without Disabilities. Educational Assessment, 15(2), 107-121. Retrieved August 7, 2024 from https://www.learntechlib.org/p/108690/.

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Keywords

• Computer Assisted Testing
• english
• Factor Structure
• Grade 9
• Language Tests
• learning disabilities
• Measurement
• Scores
• Test Bias
• Test Items
• testing