Comparison of computer-administered and paper-administered achievement tests with elementary school children

摘要

This study compared the use of computer-administered and paper-administered versions of a classroom achievement test with elementary school children. A group of third and fourth graders was administered three forms of a 32-item arithmetic test: paper administration, computer administration with immediate item feedback, and computer administration without item feedback. No significant differences were found among the treatment groups in terms of mean test score. However, high math achievers who were administered the arithmetic test via computer with feedback showed significantly higher state anxiety than high math achievers in the other treatment conditions. These findings support the use of computers in administering classroom achievement tests. The practice of providing item feedback, however, still requires further study.