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The Cognitive Equivalence of Reading Comprehension Test Items Via Computerized and Paper-and-Pencil Administration.
- Source :
-
Applied Measurement in Education . 2003, Vol. 16 Issue 2, p115-140. 26p. - Publication Year :
- 2003
-
Abstract
- The cognitive equivalence of computerized and paper-and-pencil reading comprehension tests was investigated using verbal protocol analysis. It was hypothesized that participants taking the computerized tests would have a greater load on their working memory, which would affect their cognitive processes and test-taking strategies. The results indicated that the only significant difference between the computerized and paper-and-pencil tests was in the frequency of identifying important information in the passage. There was no evidence of any differences in search strategies or in overall test-taking strategies on the computerized and paper-and-pencil tests. The results suggest that computerized and paper-and-pencil reading comprehension tests may be more cognitively similar than originally thought. In fact, some of the findings indicate that computerized tests may encourage more construct-relevant behaviors than paper-and-pencil tests. [ABSTRACT FROM AUTHOR]
- Subjects :
- *READING comprehension
*COMPUTER assisted instruction
*COGNITION
Subjects
Details
- Language :
- English
- ISSN :
- 08957347
- Volume :
- 16
- Issue :
- 2
- Database :
- Academic Search Index
- Journal :
- Applied Measurement in Education
- Publication Type :
- Academic Journal
- Accession number :
- 9428367
- Full Text :
- https://doi.org/10.1207/S15324818AME1602_2