01669nas a2200169   4500008003900000245009500039210007100134300000900205490000700214520113900221100001701360700001401377700002201391700001901413700001601432856005101448       2008                          d00aComparability of Computer-Based and Paper-and-Pencil Testing in K–12 Reading Assessments0 aComparability of ComputerBased and PaperandPencil Testing in K–1  a5-240 v683 a<p>In recent years, computer-based testing (CBT) has grown in popularity, is increasingly being implemented across the United States, and will likely become the primary mode for delivering tests in the future. Although CBT offers many advantages over traditional paper-and-pencil testing, assessment experts, researchers, practitioners, and users have expressed concern about the comparability of scores between the two test administration modes. To help provide an answer to this issue, a meta-analysis was conducted to synthesize the administration mode effects of CBTs and paper-and-pencil tests on K&mdash;12 student reading assessments. Findings indicate that the administration mode had no statistically significant effect on K&mdash;12 student reading achievement scores. Four moderator variables&mdash;study design, sample size, computer delivery algorithm, and computer practice&mdash;made statistically significant contributions to predicting effect size. Three moderator variables&mdash;grade level, type of test, and computer delivery method&mdash;did not affect the differences in reading scores between test modes.</p>
1 aShudong Wang1 aHong Jiao1 aYoung, Michael, J1 aBrooks, Thomas1 aOlson, John  uhttp://epm.sagepub.com/content/68/1/5.abstract