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Is the Pen Mightier than the Keyboard? The Effect of Online Testing on Measured Student Achievement

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Title: Is the Pen Mightier than the Keyboard? The Effect of Online Testing on Measured Student Achievement
Language: English
Authors: Backes, Ben, Cowan, James
Source: Grantee Submission. 2019 68:Rep89-Rep103.
Peer Reviewed: Y
Page Count: 15
Publication Date: 2019
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A170119
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Computer Assisted Testing, Achievement Tests, Mathematics Tests, Language Tests, Academic Achievement, Standardized Tests, Scores, Test Score Decline, Elementary Secondary Education, Student Characteristics
Geographic Terms: Massachusetts
DOI: 10.1016/j.econedurev.2018.12.007
ISSN: 0272-7757
Abstract: Nearly two dozen states now administer online exams to deliver testing to K-12 students. These tests have real consequences: their results feed into accountability systems, which have been used for more than a decade to hold schools and districts accountable for their students' learning. We examine the rollout of computer-based testing in Massachusetts over 2 years to investigate test mode effects. Crucial to the study design is the state administering the same exam (PARCC) in online and offline formats each year during the transitional period. We find an online test penalty of about 0.10 standard deviations in math and 0.25 standard deviations in English language arts (ELA), which partially but not fully fades out in the second year of online testing.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2019
Accession Number: ED595015
Database: ERIC
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  Data: Nearly two dozen states now administer online exams to deliver testing to K-12 students. These tests have real consequences: their results feed into accountability systems, which have been used for more than a decade to hold schools and districts accountable for their students' learning. We examine the rollout of computer-based testing in Massachusetts over 2 years to investigate test mode effects. Crucial to the study design is the state administering the same exam (PARCC) in online and offline formats each year during the transitional period. We find an online test penalty of about 0.10 standard deviations in math and 0.25 standard deviations in English language arts (ELA), which partially but not fully fades out in the second year of online testing.
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        StartPage: Rep89
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      – SubjectFull: Computer Assisted Testing
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      – SubjectFull: Achievement Tests
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      – SubjectFull: Mathematics Tests
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      – SubjectFull: Language Tests
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Student Characteristics
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