Three Studies of Comparability between Paper-Based and Computer-Based Testing for the ACT. ACT Research & Policy. Research Report

Autor/inn/en	Steedle, Jeffrey; Pashley, Peter; Cho, YoungWoo
Institution	ACT, Inc.
Titel	Three Studies of Comparability between Paper-Based and Computer-Based Testing for the ACT. ACT Research & Policy. Research Report
Quelle	(2020), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Test Format; Computer Assisted Testing; College Entrance Examinations; Scores; Multiple Choice Tests; Academic Achievement; Program Effectiveness; Test Items; Item Response Theory; Factor Analysis; Language Arts; Mathematics Tests; Science Tests; Reading Tests; Writing Tests; Gender Differences; Racial Differences; ACT Assessment + Suchen Sie Ihr Suchwort? Testentwicklung; Aufnahmeprüfung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Schulleistung; Test content; Testaufgabe; Item-Response-Theorie; Faktorenanalyse; Sprachkultur; Lesetest; Writing test; Schreibtest; Geschlechterkonflikt; Rassenunterschied; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Three mode comparability studies were conducted on the following Saturday national ACT test dates: October 26, 2019, December 14, 2019, and February 8, 2020. The primary goal of these studies was to evaluate whether ACT scores exhibited mode effects between paper and online testing that would necessitate statistical adjustments to the online scores to make them comparable to paper scores. All participants took the full ACT multiple-choice test (English, math, reading, and science), and participants in the February study had the option to take the writing test. The studies each employed an experimental, randomly equivalent groups design. All study participants received college-reportable scores, so their motivation to perform well on the ACT was expected to be like typical examinees during a national testing event. Findings reveal that students who test online tend to perform slightly better than students who test on paper, especially on the English, reading, and writing tests. ACT will equate scores across modes as needed to ensure that ACT scores can be treated as interchangeable regardless of testing mode, and ACT will continue to monitor comparability between paper and online testing and investigate reasons for observed mode effects on the ACT test. (ERIC).
Anmerkungen	ACT, Inc. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01