Comparing online and paper-based testing for physics courses at HCT, UAE

In blended learning, which has become very common due to the prevailing conditions, tests play a pivotal role, as the percentage of reliance on online tests has increased more than on paper tests. This study aims to measure the percentage of test anxiety in online and paper-based tests. It also seeks to determine the students' most desire for online paper-based tests in terms of test anxiety. 138 students participated in this study, and a questionnaire was used to measure the level of test anxiety and students' preferences for the two test types in relation to test anxiety. The results showed that students experience more test anxiety in paper-based tests than on online tests. Students also showed a significant tendency toward using online tests for testing in relation to test anxiety. They prefer online tests more than paper tests to cope with test anxiety.

All established testing programs that develop computer-based versions of paper-and-pencil tests, particularly computer-adaptive tests (CATs), typically need to link the scores derived from the two administration modes. Linking is necessary because computer-based and paper-based testing will likely occur together, at least for some transition period. Further, even if paper-and-pencil testing can be immediately phased out when the computer-based test (CBT) is introduced, scores from the computer-based version will, in many cases, need to be reported on the scale that existed for the paper-and-pencil test until such time that paperbased scores are no longer accepted. All of the above considerations necessitate that a linking study between scores from the two modes of test administration be conducted. Typically, the scores from the newer computer-based mode of administration will be linked to scores from the paper-and-pencil mode of administration and the scores from the two administrations will be reported as if they were interchangeable. The degree to which the linked computer-based and paper-and-pencil scores can be treated as interchangeable will depend on a number of different factors, the most important being the nature of the computer-based test itself. The purposes of this chapter are twofold: (a) to clarify when a linking of scores between a computer-based test and a paper-and-pencil test can be considered to result in scores that are interchangeable and (b) using

Clinical reasoning competency is essential for an appropriate clinical dental treatment. Among the tools for the assessment of clinical reasoning competency, computer-based testing (CBT) is considered more useful than paper-based testing (PBT), because teachers can control the timing of information given to the examinees. Such timings could possibly affect the thinking process of examinees. However, few studies reported differences of reasoning between the two testing modes. In the present study, we developed an assessment of clinical reasoning and applied it using CBT and PBT to compare the examinees' performance. The participants comprised 60 students in the fifth-year class in 2012 of the School of Dentistry, Faculty of Dentistry, Tokyo Medical and Dental University. The tests comprised 25 problems, each with four questions, totaling 100 questions. The contents of the questions were the same in CBT and PBT. The students were assigned to CBT (Group C, n = 30) and PBT (Group P, n = 30) groups, with an almost equal gender ratio in the groups. The difference between scores was analyzed with a univariate analysis of variance. No significant intergroup differences were found regarding the test duration, total score, and average score of each question. The number of problems with perfect marks was higher in Group P than in Group C (P < 0.05), probably because Group P students could access the information of the previous question (s) within a problem. Thus, the differences of the examinees' performance between the two testing modes were small.

Computer-based testing, by facilitating the interaction between teaching and learning, can improve the quality of learning through improved formative feedback which is a key aspect of formative assessment. This study makes a contribution to the research on computer-based testing by examining the mode differences between the paper-and-pencil test and computer-based test. The previously conducted researches in this area dealt with the students of primary and secondary schools. In those researches the points of observation were the students’ successes in mathematics, English and social sciences; no research was done in field of programming languages such as C++ with post-secondary students. The main aim of this study was to find out whether there are differences in the achieved results in two ways of testing: computer-based testing and paper-and-pencil test. Also, the intention was to detect those characteristics of computer based test, which may have a negative effect on students’ achievements. The participants were a representative sample of the population of all engineering students studying computer science at Subotica Tech. The findings of this study led the authors to reach the conclusion that there are no significant differences in scored results for the paper-and-pencil testing and the computer-based testing.

The purpose of this study was to evaluate whether variance due to computer-based presentation was associated with performance on a new constructed-response type — Mathematical Expression — that requires examinees to build mathematical expressions using a mouse and an on-screen tool palette. Participants took parallel computer-based and paper-based tests consisting of Mathematical Expression items, plus a test of their skill in entering and editing data using the computer interface. Comparisons of mean performance, reliability, speededness, and relations with external indicators were conducted across the paper-based and computer-based tests; also, computer-based math score was regressed on edit/entry score after controlling for paper-and-pencil math score and background information. Although no statistical evidence of construct-irrelevant variance was detected, some examinees reported mechanical difficulties in responding and indicated a preference for the paper-and-pencil test.

Comparability of paper and online versions of a statewide assessment was evaluated for the purposes of test score reporting, to appropriately adjust equated score conversion tables for students testing online as warranted. In particular, comparability of online and paper tests was designed with a propensity score matching method. The propensity score was used to match the online test sample with the paper–pencil test sample. The results of this study suggest that neither a separate assessment nor a conversion table would be required in a state’s assessment. The online test appears to provide a credible and comparable option to the paper and pencil modality.

The national examination (NE) is an evaluation system that begins from junior high school to senior high school in Indonesia. The Indonesian government has implemented computer-based tests (CBT) and paper-based tests (PBT) for the NE since 2014. The aim of this study is to investigate the challenges students faced in these examinations. The study adopted a qualitative approach to data analysis, involving semi structured interviews. Six high school graduates were selected as participants. The findings reveal that CBT presents 3 major challenges, namely unfamiliarity with computer hardware, increased anxiety due to the visible countdown timer, and fear of technical problems that may disrupt the exam. PBT presented issues such as poor-quality test papers, difficulties in correctly blackening answer sheets for Optical Mark Recognition (OMR), and time management problems resulting in stress and hasty responses. The study concludes that both CBT and PBT formats pose challenges to students’ optimal performance. These findings offer important insights for enhancing the design and delivery of national examinations in Indonesia, as elaborated further in the paper.

The present study investigated students' perception of computerized TOEFL test. Subject of this study were 100 adult male and female students who took the iBT TOEFL test in Iran. Participants were provided with a researcher-developed questionnaire on the advantages and disadvantages of Computer-Based Test (CBT) compared to Paper- Based Test (PBT). The collected data were analyzed using descriptive statistics and factor analysis to investigate the perceptions of the students. Results of this study showed that students perceived the disadvantages of CBT were more than its advantages.

Computer-based testing is becoming dominant for assessments in education. In New York, students take state assessments, which are now administered digitally. While this transition in technology offers advantages, there are also challenges, including insufficient digital literacy for students to adequately meet the technological demands of the assessments. Ensuring score comparability between computer-based tests and paper-based tests is crucial for data validity and accurate decision-making. Kristen Panzarella and Angela Walmsley talked with New York teachers about the transition to computer-based testing, and they examined the scores before and after the change.

In this study, each item was selected for six types(drag and drop, check box, pull-down, matching, hot spot, short an- swer) of the 2023 National Assessment of Educational Achievement conducted using a Computer-Based Test, and students' re- sponses to the items were subdivided by several types to analyze their characteristics. As a result of the analysis, it was possible to identify various characteristics of each level and types of misconceptions that were difficult to identify in the Paper-Based Test. On the other hand, it was also confirmed that many students have difficulty using the formula editor provided for short answer. As a result of the analysis of this study, it was suggested that it is necessary to expand and apply computer-based evaluation in the evaluation of unit schools, and that research that analyzes the response results of students collected in Computer-Based Test from various perspectives is necessary.

Test is an assessment tool in written form to record or observe student achievement in line with the assessment target (Jacobs &amp; Chase, 1992; Alwasilah, 1996). The answers expected in the test according to Sudjana and Ibrahim (2001) can be written, verbal, or deed. However , the media for the test also affects students ' success in the test . The test activities used in various schools are still conventional, namely only with paper media which has some weaknesses in the process, although in the current era it will be easier and more efficient if the test activities are computer-based or we call CBT (Computer Based Test). Computer Based Test is an exam that is done on a computer so it does not require paper, pen or pencil to answer the questions. According to (S. Al-Amri, 2008: 22-44) Currently, the use of computer-based testing is quite widespread in the corporate world. Therefore CBT ( Computer Based Test ) is the best option in mid test and final exam . This research focused the test on computer media and then the researcher get the results with PBT to know the effectiveness. The writer used approaching method. The data of the research contain 143 participants including 133 students and 10 teachers who use the test with computers media. The results of research have given writer found if those students are interested in CBT other than FBT because it’s easier and it can be solve on time. Beside the data of students the writer have others data from teachers who agree if CBT is acceptable and help teachers to check the results of the test.

Test is an assessment tool in written form to record or observe student achievement in line with the assessment target (Jacobs &amp; Chase, 1992; Alwasilah, 1996). The answers expected in the test according to Sudjana and Ibrahim (2001) can be written, verbal, or deed. However , the media for the test also affects students ' success in the test . The test activities used in various schools are still conventional, namely only with paper media which has some weaknesses in the process, although in the current era it will be easier and more efficient if the test activities are computer-based or we call CBT (Computer Based Test). Computer Based Test is an exam that is done on a computer so it does not require paper, pen or pencil to answer the questions. According to (S. Al-Amri, 2008: 22-44) Currently, the use of computer-based testing is quite widespread in the corporate world. Therefore CBT ( Computer Based Test ) is the best option in mid test and final exam . This research focused the test on computer media and then the researcher get the results with PBT to know the effectiveness. The writer used approaching method. The data of the research contain 143 participants including 133 students and 10 teachers who use the test with computers media. The results of research have given writer found if those students are interested in CBT other than FBT because it’s easier and it can be solve on time. Beside the data of students the writer have others data from teachers who agree if CBT is acceptable and help teachers to check the results of the test.

Using computers for assessment can provide several benefits for educators and test-takers. However, in the literature, there is no consensus on the equivalence of paper-and-pencil and computer-based test environments. Accordingly, more evidences are needed especially for the engineering education. In this study, students' performance on different test modes was evaluated on 209 first year engineering students of a chemistry course. The results of this study showed that, there is no significant performance difference between paper-and-pencil and computer based tests. By comparing results with the previous studies, this study concludes that, personal characteristics of test takers, the features of computer-based testing systems and the test content are all possible confounding factors when comparing test modes and need to be considered by the implementers. The results of this study show that, once these factors are controlled, students' performance on computer-based tests and paper-and-pencil tests in chemistry courses for the engineering students will not vary. This finding is encouraging the educators to get benefits of computer-based tests without any affect on students' performance.

These past years have seen the growing popularity of the Computer-Based Tests (CBTs) in various disciplines, for various purposes, although the Paper-and Pencil Based Tests (P&amp;Ps) are still in use. However, many question on whether the use of CBTs outperform the effectiveness of the P&amp;Ps or if the CBTs can become a valid measuring tool compared to the PBTs. This paper tries to present the comparison on both the CBTs and the P&amp;Ps and their respective examinee perspectives in order to figure out if doubts should arise to the emergence of the CBTs over the classic P&amp;Ps. Findings showed that the CBTs are advantageous in that they are both efficient (reducing testing time) and effective (maintaining the test reliability) over the P&amp;P versions. Nevertheless, the CBTs still need to have their variables well-designed (e.g., study design, computer algorithm) in order for the scores to be comparable to those in the P&amp;P tests since the score equivalence is one of the validity evidences needed in a CBT.

This article examines the relationship between test administration tools and item types. It firstly examines the difference in the test administration tools such as paper-based test, computer-based test, and web-based test, in particular, dealing with speaking test. The difference is relevant to item or task types. Based on the considerations of Bachman and Palmer (1996) and Chapelle and Douglas (2006) on test development, and Weir's (2005) definition of context validity, the application of computer technologies to test administration needs to be considered an important construct affecting test takers' performance. To investigate the item type difference among current speaking tests and its relationship with computer technology in administrating the tests, twelve test takers, five proctors, and two computer lab administrator participated in the phone interview and e-mail survey. Six popular speaking tests (TSE, PELT, IELTS, MATE, iBT TOEFL, ESPT) were selected to be analyzed. The data were analyzed in terms of item types, computer technology use, and test-takers perceptions. The implication is suggested for students, teachers, and language testers.