Are computer-administered versions of a multiple choice paper-pencil test equivalent? This study determined whether there were any significant differences between taking a traditional pencil-paper test and taking the same test using a computer. The literature has shown that there are intervening variables that have caused differences when not controlled. To prove equivalency between test modes, scores have to have similar means, dispersions, and shapes; the ranked-order of the scores must also be similar. Four tests were given over the course of a 16-week semester. The sample was divided, half taking paper-pencil tests and half taking the same test administered by a computer. The mode of administration was switched with each test administration. The analysis showed that, when the intervening variables were controlled, the two modes of administration were equivalent. The analysis used a 2x4 ANOVA, which showed no difference between test modes, but showed that each test administration was significantly different. The Levene statistic was used to test whether dispersions were equivalent and confidence intervals were established to test the kurtosis and skewness statistics. Finally, each of the test scores were transformed into their Normal Curve Equivalents so that Pearson's coefficient could be used to determine the equivalency of the ranked-orders.

The purpose of this study was to test whether the computer-administered College Level Examination Program (CLEP) General Examination in English Composition produced scores equivalent to those obtained from the traditional paper-and-pencil version. The CLEP examination and its adaptation for computer administration and the results of a pilot study are presented. The subjects in this study were volunteers who took the CLEP English Composition Examination in order to earn college credit and were randomly assigned to either the computer-first or paper-and-pencil-first groups. Each subject took both forms of the examination with approximately one half of the subjects taking each version first. Analysis of variance failed to detect a significant effect for test form or an interaction of test form and order of administration. Equivalence reliability coefficients and internal consistency coefficients also indicated that the computer administration did not significantly alter the results of the examination. In general, the results of this study support the hypothesis that the computer-administered version of the CLEP General Examination in English Composition produces results equivalent to those obtained from the traditional paper-and-pencil version.

This study investigated whether a computer-administered mathematics test can provide equivalent results for normal and mathematically disabled students while retaining similar psychometric characteristics of an equivalent paper and pencil version of the test. The overall purpose of the study was twofold. First, the viability of using computer administered assessment with elementary school children was examined. Second, by investigating items on the computer administered mathematics test for potential bias between normally achieving and mathematically disabled populations, it was possible to determine whether certain mathematical concepts consistently distinguish between the two ability groups.

The problem with which this study is concerned is determining the effectiveness of a computer adaptive test as compared to the effectiveness of using the entire test. The study has a twofold purpose. The first is to determine whether the two test versions generate equivalent scores, despite being of different lengths. The second is to determine whether the difference in time needed to take the computer adaptive test is significantly shorter than the computer administered full test.