The aim of the present study is to reconcile previous findings (a) that testing mode has no effect on test outcomes or cognitive load (Comput Hum Behav 77:1-10, 2017) and (b) that younger learners' working memory processes are more sensitive to computer-based test formats (J Psychoeduc Assess 37(3):382-394, 2019). We addressed key methodological…

Applications of traditional unidimensional item response theory models to passage-based reading comprehension assessment data have been criticized based on potential violations of local independence. However, simple rules for determining dependency, such as including all items associated with a particular passage, may overestimate the dependency…