A Comparison of Achievement Gaps and Test-Taker Characteristics on Computer-Delivered and Paper-Delivered "Praxis I"® Tests. Research Report. ETS RR-14-35

Autor/inn/en	Steinberg, Jonathan; Brenneman, Meghan; Castellano, Karen; Lin, Peng; Miller, Susanne
Titel	A Comparison of Achievement Gaps and Test-Taker Characteristics on Computer-Delivered and Paper-Delivered "Praxis I"® Tests. Research Report. ETS RR-14-35
Quelle	In: ETS Research Report Series, (2014), (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-8516
Schlagwörter	Comparative Analysis; Achievement Gap; Academic Achievement; Test Format; Computer Assisted Testing; Scores; Correlation; Student Attitudes; Test Reliability; Undergraduate Students; Grade Point Average; Teacher Education Programs; Enrollment Trends; Race; Ethnicity; Educational Attainment; Parent Background; Majors (Students); Regression (Statistics); Preservice Teachers; Preferences; Praxis Series + Suchen Sie Ihr Suchwort? Schulleistung; Testentwicklung; Korrelation; Schülerverhalten; Testreliabilität; Rasse; Abstammung; Ethnizität; Bildungsabschluss; Bildungsgut; Elternhaus; Regression; Regressionsanalyse
Abstract	Test providers are increasingly moving toward exclusively administering assessments by computer. Computerized testing is becoming more desirable for test takers because of increased opportunities to test, faster turnaround of individual scores, or perhaps other factors, offering potential benefits for those who may be struggling to pass licensure examinations. This report extends previous research examining 4 years of paper-based "Praxis I"® test data to its corresponding computerized environment with these goals: (a) determine the extent to which achievement gaps exist on computer-based (CB) Praxis I tests, (b) examine which test-taker characteristics are most associated with mode, and (c) elicit opinions from previous Praxis I test takers to understand reasons why a particular testing mode was chosen. The results contribute to the literature about "Praxis"® examinations and reinforce the need to understand their dynamics in the context of evaluating performance and participation gaps by demographic characteristics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01