In this study, we investigated possible context effects when students chose to defer items and answer those items later during a computerized test. In 4 primary school reading tests, 126 items were studied. Logistic regression analyses identified 4 items across 4 grade levels as statistically significant. However, follow-up analyses indicated that…

This study investigated the statistical and practical significance of context effects for items randomized within testlets for administration during a series of computerized non-adaptive tests. One hundred and twenty-five items from four primary school reading tests were studied. Logistic regression analyses identified from one to four items for…

This study investigated factors related to score differences on computerized and paper-and-pencil versions of a series of primary K-3 reading tests. Factors studied included item and student characteristics. The results suggest that the score differences were more related to student than item characteristics. These student characteristics include…