creator: O'Connor, Kathleen
collectiondatepublishercreatorformat description- – As elementary and secondary school-level testing programs begin administering tests on computers, several issues related to the validity of using test scores provided by computer-based tests to make decisions about student and school performance must be examined. In this paper, we describe how efforts to examine the validity of computer-based test (CBT) scores have evolved over the past thirty years. We then discuss how variations in tudents' use of computers for writing complicate efforts to obtain valid measures of student writing skills, regardless of test mode. In this discussion we explore aspects of validity, namely construct and consequences, which may be threatened by paper or computer-based tests. We conclude by discussing the conflict caused by the traditional desire to deliver tests in a standardized format. During this discussion, we argue that while standardization is necessary for norm-referenced tests, it may be less applicable for the standards-based criterion-referenced tests used by many state testing programs.
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