Describes a two-part study involving 14- to 15-year-old high school students in New South Wales (Australia) that compared two modes of responding to free response examination questions: by computer and by pen and paper. Discusses results of analysis of variance. (Author/LRW)

School psychologists and education students and faculty were asked to distinguish between computer-generated and individually written psychological test comments and indicate cues used in making identifications. Even though results indicate correct identification did not differ significantly from chance, school assessment reports must provide more…

In two experiments, poor and normal Dutch readers, matched for reading age, were presented with visual matching tasks on a computer screen. In the first experiment, word and pseudoword letter strings were used. Poor readers needed more time to decode uppercase/lowercase pairs, especially when the pairs consisted of pseudowords. Experiment 2…

Describes study that investigated the effects of computerized test administration on undergraduates' responses to the Minnesota Multiphasic Personality Inventory (MMPI), and discusses methodological considerations important in evaluating the sensitivity of personality inventories in different administration formats. Results analyze the effects of…

Results of a study that assessed the effect of requiring students to wait for a short time interval before responding to computer-generated multiple choice test items support the notion that moderate delays enhance user performance on cognitive tasks. Three conditions of computer lockout were examined in a university psychology course. (12…

This study was conducted to investigate whether increased levels of state anxiety are associated with microcomputers. Participants included 116 undergraduate and graduate education and library science students with an age range of 20 to 55. The State-Trait Anxiety Inventory, Form Y, was administered to a control group (N=58) and an experimental…

Describes a study that seeks to confirm several key factors in computer-based versus paper-based assessment. Based on earlier research, the factors considered in this study of undergraduates include content familiarity; computer familiarity; competitiveness; and gender. Reports results of analysis of variance that showed the computer-based test…

Reports the results of several test-reliability experiments which compared a modified confidence weighted-admissible probability measurement (MCW-APM) with conventional forced choice or binary type (R-W) test scoring methods. Psychometric properties using G theory and conventional correlational methods are examined, and their implications for…

Describes a study of college students that investigated the interaction between instructional mode and testing mode. Computer learning and testing versus paper-and-pencil methods are compared, and treatments for the experimental and control groups are described. Areas for further research are suggested. (20 references) (LRW)

This study compared 38 Hispanic and 28 Anglo college students with respect to the amount of time allocated to items on a reasoning test administered by microcomputer. Results suggested that a time constraint may penalize Hispanic examinees. The applicability of computerized testing for studying test-taking strategy problems is illustrated.…

Describes study of 315 secondary school students that investigated their reactions to computerized testing and assessed the practicability of this testing method in the classroom. Two versions of a standardized aptitude test battery used are described, one computerized and one printed, and a survey assessing students' reactions is discussed. (9…

Utilizing the Test of English Proficiency, developed by Seoul National University (TEPS), examined comparability between the paper-based language test and the computer-based language test based on content and construct validation employing content analyses based on corpus linguistic techniques in addition to such statistical analyses as…

Several methodological problems (particularly the assumed bipolarity of scales, instructions regarding use of the midpoint, and concept-scale interaction) which may contribute to a lack of precision in the semantic differential technique were investigated. Results generally supported the use of the semantic differential. (Author/JKS)

Discussion of computerized adaptive testing focuses on a study of graduate students at Indiana University at Bloomington that examined three kinds of computerized adaptive testing procedures to determine their psychological impact and how they may affect test performance. Previous research is reviewed, and further research is suggested. (28…

Reports on a study of the association between computer anxiety and measures of positive and negative affect when using computerized vs. standard administration. Gender differences across the two modes of administration were assessed. Measures of state, trait, and mathematics anxiety were obtained to clarify the association between computer anxiety…