The objective of this study was to determine the degree to which recommendations for passing scores, calculated on the basis of a traditional standard-setting methodology, might be affected by the mode (paper versus computer-screen prints) in which test items were presented to standard setting panelists. Results were based on the judgments of 31 panelists for items in each of 3 parts of a computer-based academic skills assessment designed for use as part of the teacher licensing process. None of the evidence collected--either the analysis of panelists' estimates of item difficulty or their perceptions of effects--revealed any differences in recommended passing standards resulting from the mode of item presentation. (Contains two figures and eight tables). (Author)