The Effect of Differentiated Test Format and Question Type on Reading Comprehension Test Performance
School Name
Spring Valley High School
Grade Level
10th Grade
Presentation Topic
Psychology and Sociology
Presentation Type
Non-Mentored
Written Paper Award
1st Place
Abstract
The purpose of this experiment was to see how student performance differed between a computer-based and paper-based format of a reading comprehension test as well as between a multiple choice and short answer version of that test. 46 high school students took a reading comprehension test that contained three reading passages and a total of twenty questions. Students could have either had a paper-based test (PBT) or a computer-based test (CBT), with either multiple choice or short answer questions. It was predicted that the scores of the PBT and the CBT would not be different, the multiple choice scores would be higher than the short answer scores, and there would be no interaction effect between the test format and question type on the test scores. The first two hypotheses were supported, but the third was not. Using a two-way ANOVA, the scores of the PBT were not significantly different from the scores of the CBT (F(1,42) = 0.954, p = 0.334), and students scored significantly higher on the multiple choice test than the short answer test (F(1,42) = 2.909, p = 0.095), at α=0.10. A significant interaction was found between test format and question type (F(1,42) = 4.346, p = 0.043), so simple effects were used to determine where the significance lay. Overall, student performance was equal regardless of the test format, and students performed better on multiple choice tests compared to short answer.
Recommended Citation
Byrd, Erin, "The Effect of Differentiated Test Format and Question Type on Reading Comprehension Test Performance" (2018). South Carolina Junior Academy of Science. 194.
https://scholarexchange.furman.edu/scjas/2018/all/194
Location
Neville 321
Start Date
4-14-2018 1:45 PM
Presentation Format
Oral and Written
The Effect of Differentiated Test Format and Question Type on Reading Comprehension Test Performance
Neville 321
The purpose of this experiment was to see how student performance differed between a computer-based and paper-based format of a reading comprehension test as well as between a multiple choice and short answer version of that test. 46 high school students took a reading comprehension test that contained three reading passages and a total of twenty questions. Students could have either had a paper-based test (PBT) or a computer-based test (CBT), with either multiple choice or short answer questions. It was predicted that the scores of the PBT and the CBT would not be different, the multiple choice scores would be higher than the short answer scores, and there would be no interaction effect between the test format and question type on the test scores. The first two hypotheses were supported, but the third was not. Using a two-way ANOVA, the scores of the PBT were not significantly different from the scores of the CBT (F(1,42) = 0.954, p = 0.334), and students scored significantly higher on the multiple choice test than the short answer test (F(1,42) = 2.909, p = 0.095), at α=0.10. A significant interaction was found between test format and question type (F(1,42) = 4.346, p = 0.043), so simple effects were used to determine where the significance lay. Overall, student performance was equal regardless of the test format, and students performed better on multiple choice tests compared to short answer.
