A Meta-Analysis of Comparability Studies on Computer-Based Testing and Paper-and-Pencil Testing in K-12 Mathematics Tests

Autor/in	Pan, Qianqian
Titel	A Meta-Analysis of Comparability Studies on Computer-Based Testing and Paper-and-Pencil Testing in K-12 Mathematics Tests
Quelle	(2016), (33 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary School Mathematics; Secondary School Mathematics; Computer Assisted Testing; Student Evaluation; Evaluation Methods; Program Effectiveness; Students with Disabilities; Mathematics Tests; Diagnostic Tests; Achievement Tests; Standardized Tests; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Schulnote; Studentische Bewertung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Diagnostic test; Diagnostischer Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test
Abstract	Comparability studies between CBT and PPT studied if there were score differences between these two versions. However, there were no consistent results across studies and time. The purpose of this study is to summarize the testing mode effects for K-12 mathematics tests by conducting a meta-analysis. 103 effect sizes of 32 studies were collected across 1987 to 2013. Results find: (1) The estimated mean effect size was -0.11 with the standard error of 0.015. (2) Three moderator variables, grade, item type and source of studies, statistically significantly influenced the mean effect size. (3) A meta-regression showed that the relationship between the mean effect size and time of studies was statistically significant. (4) Sensitivity analysis indicated students with disabilities might get more disadvantages on CBT. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01