Is the Pen Mightier than the Keyboard? The Effect of Online Testing on Measured Student Achievement. Working Paper 190

Autor/inn/en	Backes, Ben; Cowan, James
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Titel	Is the Pen Mightier than the Keyboard? The Effect of Online Testing on Measured Student Achievement. Working Paper 190
Quelle	(2018), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Computer Assisted Testing; Academic Achievement; Standardized Tests; Achievement Tests; Longitudinal Studies; Test Format; Comparative Analysis; Mathematics; Language Arts; Common Core State Standards; Public Schools; Elementary Secondary Education; Regression (Statistics); Scores; Statistical Analysis; Massachusetts + Suchen Sie Ihr Suchwort? Schulleistung; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Testentwicklung; Mathematik; Sprachkultur; Common core curriculum; Curriculum; Kerncurriculum; Public school; Öffentliche Schule; Regression; Regressionsanalyse; Statistische Analyse; Master-Studiengang
Abstract	Nearly two dozen states now administer online exams. 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 fact that the state administers the same exam (PARCC) in online and offline formats each year during the transitional period. We find mode effects of about 0.10 standard deviations in math and 0.25 standard deviations in English language arts (ELA). Our preferred estimates of the effects of online testing in the second year of administration suggest that mode effects for second-time test takers were about one third as large as the first year in math and about half as large in ELA. There is little evidence of systematic variation in mode effects by student demographic groups, although on ELA tests they are larger for students scoring at the bottom of the achievement distribution. (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01