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Computerized Testing in Reading Comprehension Skill: Investigating Score Interchangeability, Item Review, Age and Gender Stereotypes, ICT Literacy and Computer Attitudes

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Title: Computerized Testing in Reading Comprehension Skill: Investigating Score Interchangeability, Item Review, Age and Gender Stereotypes, ICT Literacy and Computer Attitudes
Language: English
Authors: Toroujeni, Seyyed Morteza Hashemi
Source: Education and Information Technologies. Mar 2022 27(2):1771-1810.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 40
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Descriptors: Computer Assisted Testing, Reading Tests, Reading Comprehension, Scoring, Scores, Test Format, English (Second Language), Second Language Learning, Language Tests, Test Validity, Test Reliability, Test Bias, Age, Sex Stereotypes, Information Technology, Technological Literacy, Computer Attitudes, Reading Achievement, Reading Skills, Attitude Measures, Likert Scales, Test Items
Assessment and Survey Identifiers: Test of English as a Foreign Language, Computer Attitude Scale
DOI: 10.1007/s10639-021-10584-2
ISSN: 1360-2357
Abstract: Score interchangeability of Computerized Fixed-Length Linear Testing (henceforth CFLT) and Paper-and-Pencil-Based Testing (henceforth PPBT) has become a controversial issue over the last decade when technology has meaningfully restructured methods of the educational assessment. Given this controversy, various testing guidelines published on computerized testing may be used to investigate the interchangeability of CFLT and PPBT mean scores to corroborate if test takers' testing performance is influenced by the effects of testing administration mode; specifically, if validity and reliability of two versions of the same test are affected. This research was conducted to probe not only score interchangeability across testing modes but also to explore the role of age and gender stereotypes, item review, ICT literacy and attitudes towards computer use as moderator variables in test takers' reading achievement in CFLT. Fifty-eight EFL learners homogeneous in both general English and reading skills assigned into one testing group participated in this study. Three different versions of TOEFL reading comprehension test, Computer Attitude Scale (CAS), and ICT literacy Scale of TOEFL Examinees were used in this crossover quasi-controlled empirical study with a common-person and pretest-posttest design to collect data. The findings demonstrated that although the reading scores of test takers were interchangeable in both CFLT and PPBT versions regarding testing administration modes, they were different regarding item review. Furthermore, no significant interaction was found between age, gender, and ICT literacy and CFLT performance. However, attitudes towards the use of computer led to a significant change in testing achievement on CFLT.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1329351
Database: ERIC
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Score interchangeability of Computerized Fixed-Length Linear Testing (henceforth CFLT) and Paper-and-Pencil-Based Testing (henceforth PPBT) has become a controversial issue over the last decade when technology has meaningfully restructured methods of the educational assessment. Given this controversy, various testing guidelines published on computerized testing may be used to investigate the interchangeability of CFLT and PPBT mean scores to corroborate if test takers' testing performance is influenced by the effects of testing administration mode; specifically, if validity and reliability of two versions of the same test are affected. This research was conducted to probe not only score interchangeability across testing modes but also to explore the role of age and gender stereotypes, item review, ICT literacy and attitudes towards computer use as moderator variables in test takers' reading achievement in CFLT. Fifty-eight EFL learners homogeneous in both general English and reading skills assigned into one testing group participated in this study. Three different versions of TOEFL reading comprehension test, Computer Attitude Scale (CAS), and ICT literacy Scale of TOEFL Examinees were used in this crossover quasi-controlled empirical study with a common-person and pretest-posttest design to collect data. The findings demonstrated that although the reading scores of test takers were interchangeable in both CFLT and PPBT versions regarding testing administration modes, they were different regarding item review. Furthermore, no significant interaction was found between age, gender, and ICT literacy and CFLT performance. However, attitudes towards the use of computer led to a significant change in testing achievement on CFLT.
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