Computer-Based Testing vs. Paper-Based Testing: Score Equivalence and Testing Administration Mode Preference

The growing interest in using the technological advantages of Computer-Based Testing (henceforth CBT) over Paper-Based Testing (henceforth PBT) has led to concerns regarding how this transition impact test takers performanc. The result of such an effect known as testing administration mode effect is the violation of reliability and validity of a test. The equivalency between CBT and PBT is intensively becoming a topic of discussion in educational contexts, especially after the outbreak of Covid-19 pandemic. Investigation of the equivalency of scores procured from two testing modes is required to discover if testing achievement is affected by the transition of testing administration mode. The current research delved into the score equivalence to explore the consistency of test reliability across modes. Moreover, the correlation of testing administration mode preference with testing performance was critically investigated. The findings reported the correspondence of two sets of CBT and PBT scores. Furthermore, sufficient empirical evidence suggested that there was not a statistically significant linear correlation between the testing mode preference and CBT achievement, though most test takers favored CBT. The quantitative research results regarding testing mode preference and CBT attitudes were also underpinned by the results of semi-structured interviews. The current research guides the development of effective strategies to convert PBT to CBT while maintaining the integrity of assessment and ensuring reliability, fairness, and accurate measurement of EFL learners vocabulary knowledge.