Browse Theses

The purpose of this study was to compare computer-administered testing (CAMT), computerized feedback testing (CFT), and computerized adaptive testing (CADT) with the traditional paper-and-pencil testing method (PAP) in the instructional area of computer literacy.

One hundred twenty college students enrolled in a computer literacy course during the 1990 fall semester at Mississippi State University were the subjects for this study. Each class was randomly assigned to one of the four experimental groups. Students in group one took two alternative forms of PAP tests. Group two students took the PAP test and CAMT test. The students in group three took the PAP test and the CFT test. Students in group four took the PAP test and the CADT test.

The Pearson Product-Moment Correlation Coefficient indicated that the test results of the CAMT, the CFT, and the CADT had a positive correlation with the PAP test results. Analysis of covariance revealed that the adjusted means of the PAP, the CAMT, the CFT, and the CADT were not significantly different. The data indicated that computer-administered testing, computerized feedback testing, and computerized adaptive testing methods can be effectively used to administer classroom achievement tests.

The dependent t-test results indicated that students who took tests by the computerized feedback testing method scored higher than when the tests were administered by the traditional paper-and-pencil testing method. In addition, students spent less time taking a test administered by the computerized feedback testing method than those administered by the paper-and-pencil and computer-administered testing methods.

An analysis of variance, followed by the post-hoc Sheffe test, indicated that students who took computerized adaptive tests needed significantly less testing time than when they took an equivalent form of the same test administered by paper-and-pencil, computer-administered, or computerized feedback testing method.