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|Title:||A computer-based Chinese edition of DAT Mechanical Reasoning: Comparing computer-based and paper-pencil formats of a timed pictorial test in Taiwan|
|Author(s):||Ju, Gin-Fon Nancy|
|Doctoral Committee Chair(s):||Johnson, Scott D.; Ackerman, Terry A.|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Tests and Measurements
Education, Educational Psychology
Education, Technology of
|Abstract:||Many studies have compared computer-based formats to the corresponding conventional paper-pencil formats in different types of tests, different experimental designs, and various individual difference variables. While several studies presented evidence of the nonequivalence between computer-based and paper-pencil administrations, an equally impressive number presented evidence to the contrary. To date, because the format-of-administration effects have not been determined in pictorial tests, a computer-based format of the Chinese edition of the DAT Mechanical Reasoning test was developed as the instrument to compare computer-based and paper-pencil administrations of a timed pictorial test psychometrically and experientially in Taiwan. The experimental procedure applied in this study was a two-week test-retest repeated measurement. The participants were 56 Taiwanese university freshmen.
This study offered new insight to the literature investigating computer-based testing. The use of HyperCard in the development of the computer-based format of the Chinese edition of the DAT Mechanical Reasoning test provided a satisfactory development environment that shows promise for use in pictorial tests. In addition, this study provided an important extension of the investigation of the potential equivalence between two testing methods by predicting individual differences (computer anxiety, computer experience, and computer preference) in performance on computer-based administration. Furthermore, the use of a Latin Square Fractional Factorial design in statistical analyses allowed a more powerful test of research hypotheses with a modest sample size, and allowed some degree of control over variance due to practice effects.
A significant format-of-administration effect was found on test scores in this study because students scored higher in the paper-pencil format than in the computer-based format. The lower scores obtained from the computer-based format did not result from any individual difference variables investigated (computer anxiety, computer experience, and computer preference). A possible explanation for the administration-of-format effect of this test is predicted to be technical and engineering design problems.
|Rights Information:||Copyright 1993 Ju, Gin-Fon Nancy|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9329073|