Nearly
two dozen states now administer online exams to deliver testing to K-12
students. These tests have real consequences: their results feed into
accountability systems, which have been used for more than a decade to
hold schools and districts accountable for their students’ learning.
This study examines the rollout of computer-based testing in Massachusetts over 2
years to investigate test mode effects. Crucial to the study design is
the state administering the same exam (PARCC) in online and offline
formats each year during the transitional period.
The reaerchers find an online test
penalty of about 0.10 standard deviations
in math and 0.25 standard deviations in English language arts (ELA),
which partially but not fully fades out in the second year of online
testing.
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