Comparability of Computer-Based Testing and Paper-Based Testing: Testing Mode Effect, Testing Mode Order, Computer Attitudes and Testing Mode preference

With promulgation of computer technology in educational testing, computerized testing (henceforth CBT) as green computing strategy is gaining popularity due to its advantages such as effective administration, flexible scheduling and immediate feedback over its conventional paper-based testing (henceforth PBT). Since some testing programs have begun to offer both versions of a test simultaneously, the effectiveness of CBT is queried by some scholars. Regarding to this aim, this study investigated the score equivalency of a test taken by 228 Iranian undergraduate students studying at a state university located in Chabahar region of Iran to see whether scores of two administrations of testing mode were equivalent. Then, two versions of the test were administered to the participants of two testing groups on four testing occasions in a counter balanced administration sequence with four weeks interval. One-Way ANOVA and Pearson Correlation tests were used to compare the mean scores and to find the relationship of testing order, computer attitudes and testing mode preference with testing performance. Findings of the study revealed that the scores of test takers were not different in both modes and the moderator variables were not considered external factors that might affect students’ performance on CBT.