What makes the difference? The impact of item properties on mode effects in reading assessments. Buerger, S., Kroehne, U., Koehler, C., & Goldhammer, F. Studies in Educational Evaluation, 62:1–9, September, 2019.
What makes the difference? The impact of item properties on mode effects in reading assessments [link]Paper  doi  abstract   bibtex   
The transition from paper-based assessment (PBA) to computer-based assessment (CBA) requires mode effect studies to investigate the comparability of scores across modes. In the National Educational Panel Study experimental studies were conducted to investigate psychometric differences between modes. In the present study, the cross-mode equivalence of a reading test was examined. The investigation sought to determine whether mode effects can be explained by item properties. The results showed that splitting texts between multiple screens, did not affect comparability. However, item difficulty was increased in CBA when items in the first and second position of a unit were not presented on the same double-page as in PBA. Regarding response formats, assignment tasks on the computer requiring the use of combo boxes were more difficult than on paper, while no difference was found for multiple choice items.
@article{buerger_what_2019,
	title = {What makes the difference? {The} impact of item properties on mode effects in reading assessments},
	volume = {62},
	issn = {0191491X},
	shorttitle = {What makes the difference?},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S0191491X18302141},
	doi = {10.1016/j.stueduc.2019.04.005},
	abstract = {The transition from paper-based assessment (PBA) to computer-based assessment (CBA) requires mode effect studies to investigate the comparability of scores across modes. In the National Educational Panel Study experimental studies were conducted to investigate psychometric differences between modes. In the present study, the cross-mode equivalence of a reading test was examined. The investigation sought to determine whether mode effects can be explained by item properties. The results showed that splitting texts between multiple screens, did not affect comparability. However, item difficulty was increased in CBA when items in the first and second position of a unit were not presented on the same double-page as in PBA. Regarding response formats, assignment tasks on the computer requiring the use of combo boxes were more difficult than on paper, while no difference was found for multiple choice items.},
	language = {en},
	urldate = {2022-10-18},
	journal = {Studies in Educational Evaluation},
	author = {Buerger, Sarah and Kroehne, Ulf and Koehler, Carmen and Goldhammer, Frank},
	month = sep,
	year = {2019},
	pages = {1--9},
}

Downloads: 0