Joseph Hardcastle and colleagues conducted a study to compare pupil performance on computer-based tests (CBT) and traditional paper-and-pencil tests (PPT). More than 30,000 pupils in grades 4–12 (Years 5–13) were assessed on their understanding of energy using three testing systems: a paper and pencil test; a computer-based test that allowed pupils to skip items and move freely through the test; or a CBT that did not allow pupils to return to previous questions.
Overall, the results showed that being able to skip through questions, and review and change previous answers, could benefit younger pupils. Elementary (Years 5 and 6) and middle school (Years 7–9) pupils scored lower on a CBT that did not allow them to return to previous items than on a comparable computer-based test that allowed them to skip, review, and change previous responses. Elementary pupils also scored slightly higher on a CBT that allowed them to go back to previous answers than on the PPT, but there was no significant difference for middle school pupils on those two types of tests. High school pupils (Years 10–13) showed no difference in their performance on the three types of tests.
Gender was found to have little influence on a pupil’s performance on PPT or CBT; however, pupils whose primary language was not English had lower performance on both CBTs compared with the PPT.
Source: Comparing student performance on paper-and-pencil and computer-based-tests. Paper presented at the 2017 AERA Annual Meeting, 30 April 2017. American Association for the Advancement of Sciences.