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The effect of computer-administered standardized test administration on the assessment of receptive language skills in preschool and school-age children
THESIS

, University of South Alabama, United States

University of South Alabama . Awarded

Abstract

The purpose of this study was to determine the effect, if any, of computer-administered standardized test administration on the assessment of receptive language skills in preschool and school-age children. One group of preschool children and one group of school-age children were administered a manual and computerized version of the Receptive One Word Picture Vocabulary Test (ROWPVT). Significant differences were noted across manual and the computerized test administration. This was attributed to the significant difference in preschool performance across the two types of test administration. No significant difference was noted in the school-age children's performance across the two types of test administration. Compared with previous findings, results indicate that there may be a benefit to both the examinee and the examiner in using computerized testing. Children were found to score within the range of normal on both the manual and computerized versions of the ROWPVT. However, it was noted that the test completion time for the computerized version is less than the test completion time for the manually administered version.

Citation

Eswine, T.L. The effect of computer-administered standardized test administration on the assessment of receptive language skills in preschool and school-age children. Master's thesis, University of South Alabama. Retrieved July 28, 2021 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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