The Cognitive Equivalence of Reading Comprehension Test Items via Computerized and Paper-and-Pencil Administration.

Kobrin, Jennifer L.; Young, John W.

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Peer reviewed

ERIC Number: EJ675673

Record Type: Journal

Publication Date: 2003

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ISSN: ISSN-0895-7347

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The Cognitive Equivalence of Reading Comprehension Test Items via Computerized and Paper-and-Pencil Administration.

Kobrin, Jennifer L.; Young, John W.

Applied Measurement in Education, v16 n2 p115-40 2003

Studied the cognitive equivalence of computerized and paper-and-pencil reading comprehension tests using verbal protocol analysis. Results for 48 college students indicate that the only significant difference between the computerized and paper-and-pencil tests was in the frequency of identifying important information in the passage. (SLD)

Descriptors: Cognitive Processes, College Students, Computer Assisted Testing, Difficulty Level, Higher Education, Protocol Analysis, Reading Comprehension, Test Format, Test Items

Publication Type: Journal Articles; Reports - Research

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Audience: N/A

Language: English

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