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IV: Comparability of delivery modes V: Comparability of computer platforms VI: Comparability of CR scoring VII: What can we do? VIII: Conclusion,O$3m  Comparability of Delivery Modes (Do the scores from paper and computer tests mean the same thing? Differences in presentation characteristics Differences in response requirements Differences in general administration characteristics0A0Z20Z2A$ Comparability of Delivery Modes (Many agencies need to deliver in both modes Not all schools have enough computers Some students don t have computer skills @, 2O 2,$OL+Comparability Research for Adults (mostly),,(Mead & Drasgow (1993) Meta-analysis of studies that compared paper and computer versions of the same tests with respect to: Rank ordering of individuals The difference in mean scores@f;$f ; +Comparability Research for Adults (mostly),,(Mead & Drasgow (1993) Across 159 correlations, found values of: .97 for timed power tests .72 for speeded tests For the timed power tests, the mean difference between the modes was close to zero^Z*Z0ZSZ$* 0S _/,Comparability Research for Population Groups--(Gallagher, Bridgeman, & Cahalan (2000) Does delivery mode differentially affect particular groups? Analyzed data from the GRE, GMAT, SAT I, Praxis, and TOEFL Found that delivery mode consistently changed the size of the differences between some groups, but only by small amounts d'<'<hK , ]+Comparability Research for E&S Mathematics,,(Students score higher on P&P than online versions of MC tests Choi & Tinkler (2002): Grade 3 Coon, McLeod, & Thissen (2002): Grade 5 Ito & Sykes (2004): Grades 4-12 Davis & Gardner (2004): Grade 10 No difference between modes Poggio et al. (2004): Grade 7z>ZZZZ P> mcNAEP Math Online Study(8th grade students scored higher on P&P than online versions In general, there was no differential impact of mode for population groups Computer facility predicted online test score H!^8Comparability Research for E&S Reading and Verbal Skills99$,Students score higher on P&P than online versions of MC tests Choi & Tinkler (2002): Grades 3 and 10 Coon, McLeod, & Thissen (2002): Grade 3 Ito & Sykes (2004): Grades 4-12 Davis & Gardner (2004): Grade 10 No difference or higher on online than P&P versions of MC tests Pommerich (2004): Grades 11-12>@@  P>( M%#Comparability Research for CR Items$$$Constructed response Uncommon in online state assessment Should produce larger mode effects than MC items CR items require more responding More responding on computer suggests need for greater technology skill:UhUh`2Comparability Research with Adults for Essay Tests33$Adults score higher on P&P than online versions of essay tests of writing skill Bridgeman & Cooper (1998): GMAT Yu et al. (2004): Praxis Wolfe et al. (2004): TOEFL ^PU)UP LK*Comparability Research for E&S Essay Tests++$Score levels not comparable across modes Russell & Haney, 1997: Grades 6-8 Russell & Plati, 2000: Grade 8 Wolfe et al., 1996: Secondary Computer experience and delivery mode may interact:)_3)_3Taz@Chapter(I: Online testing in the states II: Major issues III: What is  comparability? IV: Comparability of delivery modes V: Comparability of computer platforms VI: Comparability of CR scoring VII: What can we do? VIII: Conclusion,s'3FComparability of Platforms(qItem presentation can be affected by: Monitor size Screen resolution Operating system settings Browser settings6'ZKZ%$K  Monitor Size (May affect legibility Smaller monitors may be harder to read because the text is physically littler Does not affect the amount of information displayed@N4$N 4$Screen Resolution(Affects the size of text and may affect the amount of information displayed Given the same screen size and font size, text displayed at high resolution will be smaller than text displayed at a lower resolution Higher resolution allows more words per line and lines per screen<LZZ0G" ( (  Screen Resolution(What s the practical impact? Lower resolutions may: Require examinees to spend more time locating information More scrolling More visual sweeps to process shorter lines of text Increase processing difficulty if critical information is split between screensZZ:ZCZPZ$ :CO Font Size ((Affects the size of text and the amount of information displayed Smaller fonts permit more characters per line and lines per screen Can be changed in multiple ways Operating system settings Browser settings Web page coding May not be identical across machines under some Internet delivery modelsvAZDZ Z;ZIZAD ;  I   (  !Relevant Research(GBridgeman et al. (2003) Looked at effect of variations in monitor size, resolution, and item-presentation latency on test performance for SAT items No effect for math scores Reading comprehension scores were lower for students using a smaller, lower-resolution screen than for students using a larger, higher-resolution display*P0P0 ?CChapter(I: Online testing in the states II: Major issues III: What is  comparability? IV: Comparability of delivery modes V: Comparability of computer platforms VI: Comparability of CR scoring VII: What can we do? VIII: Conclusion, 3&NComparability of CR Scoring(HUnder different presentation methods By different processing mechanisms (HZH$D2Comparability of Scoring Presentation for CR Items33(Constructed responses can be given to human examiners for scoring: On paper or online In handwritten or in typewritten form Do human examiners award the same scores under these conditions? hCZ9ZBZC BE2Comparability of Scoring Presentation for CR Items33(Scoring on paper vs. online Zhang, Powers, Wright, & Morgan (2003) Used responses from the AP English Language test and the AP Calculus test Compared scores awarded to the same handwritten responses presented in both paper and online modes Found little if any difference Findings consistent with other studies for college-age students taking Praxis, school-age students taking NAEP, and school-age students taking QCA National Curriculum tests in English p''n    F2Comparability of Scoring Presentation for CR Items33(Scoring handwritten vs. typewritten responses Powers & Farnum (1997) College-age students Each essay appeared: Typed on screen Typed on paper Handwritten on screen Handwritten on paper No difference for scoring on-screen vs. on paper Typed essays graded lower than handwritten versionsv.ZZ*ZKZeZ.*Ke7G2Comparability of Scoring Presentation for CR Items33(Scoring handwritten vs. typewritten responses Handwritten/typed effect consistent with other studies using college-age and E&S students Why does it occur? Typed responses look like final draft Poor handwriting masks errors that are easier to detect in typed responses Revisions more obvious in handwritten answers Two studies suggest effect can be reduced, or eliminated, through training v.ZmZZKZZ.mK  Y+Comparability Across CR Scoring Mechanisms,,(5CR scoring mechanisms Human judges Automated systems >($Z+Comparability Across CR Scoring Mechanisms,,(Comparability is required when we want to: Use humans for grading some students and the machine for other students Change over from human to machine scoring Generalize the validity evidence from tests scored by humans to the same test scored automatically @+ZZZ+O,Comparability of Human and Automated Scoring--(~Commercially available automated essay scoring systems PEG (Measurement, Inc.) IEA (KAT) Intellimetric (Vantage) E-rater (ETS)&7H7HYP How Does a Machine Score Essays?!!$Identify the features of responses that predict human scores Create a program to extract those features Combine the extracted features to form a score  Validate the machine scores by comparing them to some criterion(Z/VComparability Research (Some problems Undisclosed scoring methods Inadequately described or poorly conducted research Better-quality research concentrated at adult level Results not published in peer-review measurement journals Critical comparability (and validity) questions sometimes unaddressed @ RCritical Questions(eWhat writing dimensions are scored, and how are text features evaluated and mapped to these writing dimensions? How highly do the distributions and rank orders of automated and human scores agree? How similar are automated and human scores in their relations to other measures of writing? How effectively does automated scoring deal with unusual responses? fZfWWhat Do We Know?( What writing dimensions are scored, and how are text features evaluated and mapped to these dimensions? We know a fair amount for some programs, nothing for others How highly do the distributions and rank orders of automated and human scores agree? We know that machine scores agree reasonably well with human scores How similar are automated and human scores in their relations to other measures of writing? We know relatively little How effectively does automated scoring deal with unusual responses? We know very little hZ<ZUZDZ\ZZDZZZh<UD  \D  {AChapter(I: Online testing in the states II: Major issues III: What is  comparability? IV: Comparability of delivery modes V: Comparability of computer platforms VI: Comparability of CR scoring VII: What can we do? VIII: Conclusion,3T(What Can We Do?(General steps Increase research efforts to identify likely sources of irrelevant score variation Publish the results in high-quality assessment journals Allows results to be: Vetted through peer review Challenged in a rejoinder Disseminated to the fieldNOO `0What Can We Do?(Comparability of delivery modes If the rank orders of scores are very high but the distributions don t match, consider equating scores If equating is not possible: Use two score scales Separate cut-scores and/or norms Use one delivery modeb ! !b2What Can We Do?(9Comparability of platforms Establish hardware and software standards to limit presentation variation Manipulate presentation characteristics through test delivery software Have proctors set display characteristics before starting the test Design items for the lowest common denominator Render items intelligently @ a1What Can We Do?( Comparability of CR scoring under different presentation conditions Train examiners to avoid format effects by: Showing examples of papers that appear different in handwritten and typed form Having examiners practice grading, and then qualify on, pre-scored benchmark papers in both forms:D,D,XWhat Can We Do?(Comparability of CR scoring by different processing mechanisms Demand to know how it works Run pilots to determine suitability for a given context Do research as part of the try-out process&??MChapter(I: Online testing in the states II: Major issues III: What is  comparability? IV: Comparability of delivery modes V: Comparability of computer platforms VI: Comparability of CR scoring VII: What can we do? VIII: Conclusion"3$  Conclusion (;Many education agencies are exploring or implementing online assessments Agencies hope to realize significant improvements from electronic delivery Agencies are encountering important issues, including measurement and fairness Of the measurement and fairness issues, score comparability is one of the most critical<Z<K$ Conclusion (Score comparability may be affected by variation in delivery mode, computer platform, and the manner of grading CR items Some of these effects may diminish over time Such effects can have undesirable consequences for institutions and for individuals Agencies should: Increase efforts to study the impact of variation in delivery and scoring Take measures to manage variation found to affect performance . ZZ I9Do the Scores Mean the Same Thing If We Use the Computer?::  Randy Bennett rbennett@ets.org(! /&)*,-./ 0 :;<=>?@ABEH!L#N$O%S'[)\*],^-c.d/h2q3r4}:=>@ABCDEFGIKLMOPQRSUVWXZ[\^_acdv# ` @AvffJff` @AvffJff` MMM___` BBb"eIIn>h` @Av́q~דg` ́ޤ^ד` MMMŞffJff>?" dd@,? 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It s a pleasure to be here. As xxxx mentioned, my talk is titled,  Do the Scores Mean the Same Thing if We Use the Computer. To set the context, I d like to start with a quote from Ken Boston, chief executive of the Qualifications and Curriculum Authority. [38 minutes]@0 2 0 2" # ,2  6P |38 minutes overall 22 minutes: I: Online testing in the states II: Major issues III: What is  comparability? IV: Comparability of delivery modes V: Comparability of computer platforms 10 minutes VI: Comparability of CR Scoring OSN section: 3 minutes AES section: 7 minutes 6 minutes VII: What can we do? VIII: ConclusionhPhP hP hP.hP hP&h P" " " " . " " &" B  s *33޽h ? ̙33|  0 < 4 ( (  (d ( c $  {    (  6 p   If one looks across the 13 states moving to operational online testing, it turns out that their efforts& $i, 1RB ( s *  l ( 0t-5   -So, it s elementary and secondary; reading, math, SS, science; and regular ed, as well as special populations. -Some are formative assessments, some benchmarks, some promotion and graduation measures. -The earliest adopters are already delivering significant numbers of online tests. Virginia, for example, has administered roughly 450,000 as of June 04. & because the software for doing that is more evolved but also because moving a testing program to computer is a complicated process and why make it more complicated by adding constructed response? Indiana, Maine, and Kentucky are exceptions.BX0 2+ ,#  RB (@ s *MZRB ( s *` 6 ( 0/ The efforts& The state efforts& Fourth, these efforts& Finally, the efforts& "M0 2M RB  ( s *e  eRB  ( s *RB  ( s *y@HRB  ( s *   ( 68"`Zp  b& to use technology for broad educational purposes$20(2 RB ( s *Y 8 B ( s *33޽h ? ̙332  0  0(  0d 0 c $ kO   0 s * "p    <(Why are states moving to online testing? There are several practical reasons. The most important is probably that online testing can increase the&  0 0?& 0 L& , reducing score turn around from what may currently take months to days, hours, or, in principle, to an instant. & that is, being able to deliver tests that adapt to the examinee. & like the ability to use a computer for academic work. & from eliminating the printing and shipping of test books, scoring open-ended responses automatically, and doing away with the need to store paper scripts. 0 2#  0 0@K @I  ZA second reason to move to online testing is& .0 2. XB 0 0D p@ XB 0 0D| XB 0 0D 3 XB  0 0D P H 0 0޽h ? ̙334 0 @(  @d @ c $     B @  6 p   Finally, there are issues of measurement and fairness. These issues all concern comparability of score meaning of one type or another, and it is to these issues that I now turn. The issues are& $gU @ c $̙ 0n  H"0  B @ s *33޽h ? ̙33 0 @ L#(  Ld L c $ kO  j L s *,C "p    When is it important that scores be comparable across testing conditions? It s important& &[[ L 6P] 2 _ . 2 2   0HH L 0a  :--e.g., when we want to compare one student to another, or when we want to compare a student s performance at different points in time. & meaning delivery mode, computer platform, how CR items are graded, or any other administrative or processing variation& 0 2 XB L@ 0D XB L 0D p XB  L 0D` `   L 0f @  Comparability is also important when scores are to be compared to& C0 2C XB  L 0Dp P H L 0޽h ? ̙33  0 |T(  Td T c $ cg    T  0؃ "p    vbScores might not mean the same thing because of &  T 6Бd  vDA computer-based test may present one item per screen, while the paper version contains several items per page. For example, to take a computer test, students must know basic mouse and keyboard functions that aren t needed for a paper exam. The online test may be adaptive, whereas the paper test may present the same items to all students in the same order. Additionally, the paper and computer tests may be differentially speeded because the time limits do not appropriately account for differences in presentation and response characteristics.# 2# XB T 0D p < T 0' { Scores might not mean the same thing because of& Finally, scores may vary due to& R0 2R B T s *33޽h ? ̙33  0 ld\(  \d \ c $ kO  l \  0L "p    Comparability of delivery modes is particularly important for education agencies adopting online tests because &  \ 0 jAs a result, education agencies that want to deliver assessments on computer will probably need to offer a paper version too, at least for the foreseeable future. And, that idea is, in fact, expressed by Ken Boston in his vision for large-scale testing in the UK over the next five years. That is, schools will have the option to deliver on-screen or on paper.8k0 2B" " "" XB \ 0D P N \ 0 0 P  & to test all kids in an efficient and secure manner. & to take online tests effectively. Z0 2Z#  \ 0p   T& and because& 0 2 RB \ s *DPp B \ s *33޽h ? ̙33  0 ~ d(  dd d c $ kO  R d s *  "p    With respect to rank ordering, across 159 correlations, these investigators found corrected values of& p d 00`) Thus, these results suggest that, for educational tests used with adults, paper and computer tests rank order individuals similarly and produce score distributions with very similar means.80 2B" " u" & d 0  & like those used in educational assessment& & like the motor or perceptual measures used in some employment settings. Computerized tests were harder than their paper versions but only trivially so.0 2 XB d 0D|  XB d 0Dp XB d 0D  RB  d s *D H d 0޽h ? ̙33 0  p(  d  c $ kO    S ̙? 0   & which can affect font size. & which can affect font size and type."D0 2D   S ̙T H"0    S (̙ H"0    S ̙"  H"0  FB  S = PE   0m `L  H"0    05 @  H"0  *  s *%P xIn theory, comparability could be affected if the presentation of test items varies from one machine to the next. This variation may occur for numerous reasons, including differences in & <0 2 F  B  s *33޽h ? ̙33 0 0J(  d  c $ kO     0P "p    0For example, &   0T ? d  \However, all other things equal, monitor size& "/0 2/ LB  c $2H2  s *q! F 0 2  B  s *33޽h ? ̙33# 0 Py(  d  c $ kO     0* "p    rWhat about resolution? In distinction to monitor size, &   S  -̙3 `  w9And because the text is smaller, there can be more of it.":0 2: RB  s *H  0/ 0   H"0 2  B  s *33޽h ? ̙33 0 F(  d  c $ {R    s *8  p   0Here is the same item in a much lower resolution. Now the text lines on the left side break differently only the first sentence fits on the opening line. Also the examinee must now scroll to read the complete passage. Finally, the options each take more than one line.H  0޽h ? ̙33R 0   (  d  c $ kO  *   0PH "p    The practical impact of these differences in screen resolution, then, is that & B  S J̙ : & , perhaps making more prominent than intended the role of working memory in item solution."\0 2\ RB  s * x &  0TR @Z  & because, they may need to do& As a result, lower resolutions may & "E0 2E RB  s *  RB  s * ` LB  c $@ p @B  s *33޽h ? ̙33 0 jb (  d  c $ kO     0^ "p    VBWhat about font size? Font size& <  S i̙ `@1  If we hold resolution constant,& Font size, unfortunately,& As a result, font size, & "Y0 2Y RB  s *W xW   0so "  H"0  0  0uK   & that is, smaller letters allow us to display more information. 4@0 20 A LB  c $  LB  c $ @ XB  0D B  s *33޽h ? ̙33 0 J(  d  c $ {R  U  s *8  p  U 4 Here is a reading comprehension item displayed in low resolution. The font size has been set to  small. The passage pane on the left shows one partial paragraph at the top followed by two complete paragraphs. The item stem and all five options are visible on the right.H  0޽h ? ̙33V 0 (  d  c $ {R    s *T  p   [Here is the very same item, displayed at the same resolution but with the font size set to a larger one. Now only the last paragraph in the passage is visible in the left pane. Also, the lines of text are shorter. Finally, on the right, only three of the five response options are visible, so the examinee must scroll to see the remaining ones.6\na  0 ?"(P. m5The effect of changing font size, then, is similar to the effect of allowing adjustments to resolution. At one extreme, the examinee may need to spend more time locating information or may have to do different cognitive processing. At the other extreme, the text will be smaller and possibly harder to read.60 26 H  0޽h ? ̙33 0  !(  d  c $ kO  U  C xxJU0e0e5%  *   U Do differences in item display affect test scores? Unfortunately, I know of only one study that addresses the question directly and systematically.  2  0m?   ^,The researchers found&  2   0QU w JSo, these researchers had a group of students all take the same test, but randomly assigned them to different monitor sizes, resolutions, and time delays between items. Students performed better, then, when they could see more of the reading passage on a single screen.  0 2# XB  0D p    0UU7 9So, it seems, computer platform can affect score meaning.8:0 2    XB  0DW W XB  0Dp p XB  0D B  s *33޽h ? ̙33r  0 2* (   d   c $ xe      0 "p    $First, &    0L| `@?  D0 2 XB   0DW PPW    0 `@  z& and they re doing this because they & In the process, these& >0 2> XB   0Dp p B   s *33޽h ? ̙33h" 0 ( (  d  c $ {R    s *CU     Here is a reading comprehension item displayed in high resolution. It s not important that you be able to read the text but only see the outline of the screen contents. Note that the entire passage fits on the left side of the screen and that, on the right side, each answer option takes only one line. Let me read the first line of the passage so that you will know where it breaks.  John Philip Sousa was no Beethoven. Nevertheless, he was Sousa. H  0޽h ? ̙33 $ 0 0`(  0d 0c $kO   0 S d    Without concerted and serious attempts to do so, we put into jeopardy the very benefits that we hope to realize by applying new technology to assessment.  0 0 @  BIt is well to note that& When it does occur, however, lack of comparability& To forestall these consequences, & Agencies can then & 0 2 6 0 0$P  & among other things. & for example, delivery-mode effects may diminish as elementary and secondary students become more familiar with computers, computers become easier to use, and test designers learn to create better online tests. ,& especially with respect to determining what delivery characteristics cause comparability problems. O0 2O XB 0 0DP P XB 0 0D  B 0 s *33޽h ? ̙33  0 8P(  8^ 8 S  & "   8 c $ 0>   L8Comparability refers to the&  8 0 < 2  XB 8 0D   8 0 HSo, it should make no difference to the examinee whether the test is given on computer or on paper, whether it s given on a large monitor or on a small one, whether an examiner scores the student s actual paper or an online image of it, or whether the  examiner is a human one or a computer program. Under all of these conditions, the scores should be essentially the same.>x0 2A# # -#  8 0 F 0 2#   8 60& o *& , for example, when scores derived from one condition can be referenced to norms or cut scores set in another condition.z0z" H 8 0޽h ? 33% 0 nf<(  <^ < S  K "  ~ < c $܄    As yet, no large-scale studies relating to the comparability of delivery modes for elementary and secondary tests composed solely, or even primarily, of constructed-response questions have been reported because such items are still & $<RB < s *D    < 0<  One would expect that CR questions & & because, by definition, & & and& H 2H XB < 0D0H < 0޽h ? 33' 0  LO(  L^ L S  "   [ L c $. 0N   So, if we could administer the same test on paper and computer to a group of students, we would want each individual to receive essentially the same score on both test versions. If the rank ordering of students was the same but the score levels were not, for example because the computer version was harder, it may be possible to equate (or adjust) the scores so that both versions can be reported in the same metric. 0 2v L 00 Scores are considered comparable when they have two characteristics. First, there must be a& .>_0 2[# # #  L 0t `U  p6And, second, there must be& 0 2 H L 0޽h ? 33 * 0 @ `o(  `d ` c $ | R  @ ` s *d[ pc   One of the most significant is cost. There should be no doubt about it, the & P 2P" ` 0(_ ?"@ vIncremental cost over paper testing may be associated with& "<0 2<# lB ` 6D?"b rB ` <D?"   ` 0 ?"f0 H"0 2#   ` 0l ?"  ?."0 2#   ` 0o : 8This cost can often be allocated to other budget lines, like instruction because the equipment may not be primarily used for assessment. But the remaining costs cannot. & needed to ensure that high-stakes test administrations proceed without interruption.0 2 XB  ` 0D 0H ` 0޽h ? ̙33a+ 0 !` h(  hd h c $ | R   h s *Tz pc   3A second issue relates to time. h 0D| ?"`{ n0One may have to see to& "0 2# rB h <D?"}`}rB h <D?"  lB h 6D?" pp   h 0  T& that is, in addition to the traditional test development and scoring contractors. & to verify that the online test functions as it should.0 2 XB  h 0D H h 0޽h ? ̙33 - 0    x\ (  xd x c $ o"   x  <0  "`pf   : 2  x 0 ?"` A third issue is equipment, software, and network availability and dependability. With respect to availability, most schools don t yet have enough computers to test all students in a cohort simultaneously, so students must usually be rotated through school computer labs over the administration period. As a consequence, & pR0 20 20 2# @#  # x 0ܨ ?" 5 $& and many schools don t have the staff needed to resolve these issues quickly and effectively. In fact, in a recent survey, most districts reported that they depend on students for at least some part of their technical support.@0 2# # 4#  x 0 ?" `  H"0 2#  XB x 0DP P Q   x 0( @*  NAs to dependability, the fact is that & (0 2( XB  x 0D  RB  x s *D ` H x 0޽h ? ̙33. 0 aY |(  |^ | S  (K    | c $  0)   : 2  | 6p0 D0 2   | 0 ?"0s QFourth is security."0 2#  | 6J  @0  L | 0 ?" xHowever, as postsecondary-admissions programs have found, & .J=0 2 c /C  # j | 0< ?"@  vwith students rotating through & even over short periods& H!0 20 0 2<#  XB  | 0D@ XB  | 0DP H | 0޽h ? 3380___PPT10.p@& 2 0    v (  d  c $ {R  ^  s *\ǻ p   To assure the comparability of computer platforms, there are multiple options. For example, & _ 2_  <@˻ ?"  & i.e., deliver only to a limited range of configurations. & i.e., use delivery software that directly controls resolution and fonts at the operating system level. & for example, for the lowest likely resolution to insure that all answer options fit on a single screen. & by perhaps automatically scaling text to wash out differences in resolution. If the resolution is high, make the text a little bigger, so that roughly the same information ends up on the screen as in the low-resolution display.0 2   <̻ ?" p ROne can& One can also& If we don t use software that allows fine control, we might& Yet another option is to & Finally, we can attempt to& 0 2 xB @ BD?"nW xB  BD?" P K xB  BD?"p xB   BD?"X xB   BD?" 0 xB   BD?"  xB   BD?" xB   BD?"  H  0޽h ? ̙33 / 0   ( (  ^  S  "    c $m    HIn a more recent analysis, Gallagher, Bridgeman, and Cahalan looked at comparability for population groups. In particular, they asked whether computer delivery disadvantaged any specific group. If paper and computer delivery are comparable, then the differences in performance between populations groups should be the same size in both modes. Gallagher s study is particularly important because it used data from very large samples and from several different tests. These investigators& $ ,& XB  0D    0X   F They & 0 2   0M m NSo, Gallagher s results also suggest that the score distributions from the two delivery modes are similarly centered, at least for these tests and population groups. 0 2 p  6@ z & like Blacks and Whites& [For example, impact was slightly smaller on computer vs. paper for Black and Hispanic examinees as compared to whites, and slightly larger on computer vs. paper for white females as compared to white males.]0 XB @ 0Dp pH  0޽h ? 3380___PPT10.pח5 0 V(  d  c $ xe    s * %   @,I ve divided my presentation into 8 parts. First, I talk briefly about the status of online testing among the state education departments in the US and the major issues those departments are encountering in implementing large-scale testing online. The reason that I ll tell you about the US experience is that I think it has lessons to offer to those implementing large-scale online assessment in the UK, so that they stay on the front foot. Then, I ll define one particular measurement and fairness issue, comparability, and describe three manifestations of it in terms of delivery mode, computer platform, and the grading of constructed-response items. I ll next offer some thoughts about what we might do to address these comparability issues. And, finally, there ll be a conclusion.H  0޽h ? ̙336 0  b(  d  c $ kO    s *N "p    L8The states are, however, encountering some major issues.H  0޽h ? ̙33&7 0 v(  d  c $ kO    s *D "p    `LBut what, exactly, is  comparability? H  0޽h ? ̙33l= 0 ,$p((  (d ( c $ kO   ( s *8~ "p    The first type of comparability I ll discuss is with respect to delivery modes, which in the context of online testing, relates to whether the scores from paper and computer tests mean the same thing. H ( 0޽h ? ̙33M@ 0  @(  @d @ c $ kO   @ s * "p    WPAUSE One of the great attractions to delivering tests online is that, if the Internet is used, tests can be administered almost any place there is a Web-enabled computer. This possibility motivates the second comparability issue, which is of scores across computer platforms. That is, does the type of computer on which I take a test matter?X 2XH @ 0޽h ? ̙33A 0 LDH(  Hd H c $ kO  8 H s * "p    As I ve tried to point out, variation in CR scoring, computer platform, and delivery mode can threaten the comparability of scores in online testing. My belief is that, if we do not succeed in controlling those threats, we may not fully achieve the benefits that technology-based assessment can bring. What can we do to mitigate these threats?H H 0޽h ? ̙33`C 0   X(  Xd X c $ kO    X s *l "p    The last type of score comparability I want to discuss is across the conditions under which constructed-response questions are scored.H X 0޽h ? ̙33D 0 ``>(  `d ` c $ kO   ` s * "p    R>With respect to presentation, &  ` 6|   @ & depending on how the test was taken. Note that these two conditions are independent: typed and handwritten responses can be scored either on paper or online.@^  %   XB ` 0D   ` 0< z  D & and& 0 2 XB ` 0D? p? XB ` 0Dp p H ` 0޽h ? ̙33 E 0 m e  h(  hd h c $ kO   h s * "p    pThe most comprehensive investigation on the comparability of online vs. paper presentation is probably that of.. h 6D  1 hThese tests are similar in purpose to the International Baccalaureate. & for score level and variability, inter-rater agreement, or passing rates for paper vs. online scorings of the same responses. & the last of these reported by Sturman and Kispal of NFER.  , XB h 0D   & h 0P 0*   & who& These investigators& & and& These& G0 2G XB h 0D@ @ 7  h 0X* W[UK study: Sturman & Kispal (2003) (NFER). Although stat sig differences between online and paper scoring were found, the differences were small and within the typical range for differences from two paper scorings of the same responses. Also no consistent trend across grades and English subtests found. Scoring done by item not by script.]X0 2X > XB  h 0D @H h 0޽h ? ̙33F 0 NFp(  pd p c $ kO  2 p s *0U "p    jAlthough the available research has, so far, generally supported the comparability of online and traditional paper scoring, the same cannot be said for the scoring of handwritten versus typed responses. For example, using essays written by college-age students, Powers and Farnum presented each response to examiners for scoring under four different conditions:kk$S* p 0,  0  j& of the same essays but by a small amount (by .2 SD).D6 2     XB p 0D  n p 003 @% As in the Advanced Placement study I just described, there was& However, the investigators did find that&  j0 2j# H p 0޽h ? ̙33G 0 LDx(  xd x c $ G e   x s *p "p    |hThis scoring effect is consistent with other studies using college-age, as well as school-age, students.RB x s *D? `?   x 0? @   p& so examiners may have higher expectations for them, which then aren t met. & and, thereby, suggest to the examiner that the student has put greater thought into composing the response. 0 2#  x 0"p @1  ~Well, it could be because& Regardless of the cause, at least &  @0 2@# XB x 0D `  RB x s *Dn? H x 0޽h ? ̙3340 0 |D(  |^ | S  R@   | c $ V>   lWith respect to the comparability of delivery modes, & XB | 0D| | RB | s *D| H | 0޽h ? 3380___PPT10.p@( 0  (  ^  S  >     c $ 0b   P<As a general step, we should & F  0h n  & especially when we change the conditions of assessment or scoring.BE 2    3 8  0е    Second, it s not enough to do the research. We must attempt to& Publication & P0 2P    0,( D0 2  XB   0D? ? XB   0D| | RB  s *Dz| H  0޽h ? 3380___PPT10.p`N1 0 (  ^  S  2R  2  c $ܻ %`n   In terms of the comparability of scoring presentation, a fruitful strategy has been to &   0޻  $e.g., where the handwritten version is full of revisions that don t show in the typed version. & in other words, don t let them start grading operationally until they ve demonstrated that they apply the same standards to papers written in both modes. 2 XB  0D` ` r  0 H Such training is only necessary, of course, if some students are producing handwritten papers and other students are typing, or one wants to compare performance across years in which the mode of response has changed.0 2 RB  s *DP` H  0޽h ? 3380___PPT10.pPiVoI 0  1(  d c $kO    08'0m    B  s *33޽h ? ̙33f K 0 &   (  d  c $ K "  >  s *    vAt the elementary and secondary level, several studies on the comparability of writing tests have been reported but with relatively small, convenience samples. These studies, however, also suggest that & [direction of mode difference in these studies usually shows computer scores to be higher than paper scores.] :nn  RB  s *D    0@ |& such that students who routinely write using a computer are disadvantaged by paper tests, and those who typically write on paper are disadvantaged by online examinations. If confirmed by larger, more representative studies, this result would also intimate that the two delivery modes rank order students differently."? 2>    0|` VFurther, some of these studies imply that & ,0 2, XB  @ 0DP H  0޽h ? 33L 0 |(  d  c $ kO    s * "p    R>What does the research say? In adult populations, there have been many studies on the comparability of delivery modes. The early research was collected by &   0@`E D0 2"  H  0޽h ? ̙33LM 0  (  d c $kO   s * "p    rI ll conclude by reiterating the main points of the talk.H  0޽h ? ̙33R 0 @8p(  ^  S  "     c $~ 0n   vbWhat are the critical questions? To begin with, & H  0 : & i.e., where a score category has a span of 1 unit, not the 3 units associated with exact plus adjacent agreement. & like teachers judgments of students composition skill, grades in courses that depend heavily on writing, scores on objective writing measures, documented accomplishments in writing, and student self-reports of writing skill. & such as very creative answers or ones that attempt to manipulate the machine into giving undeservedly high scores.80 2T  c H  0޽h ? 33XS 0 P$(  $^ $ S  (K    $ c $D  0)   X(Comparability is most critical, of course, for high-stakes situations that is, those decisions that have important and hard-to-reverse consequences. $ 0Q``Z ~DWe can make wrong decisions about& #0 2# XB $ 0DPH $ 0޽h ? 33N 0 D<@((  (^ ( S  "   ( c $̶ %b   jVI ll talk about two sets of conditions in turn. The first is where responses are scored using different presentation methods. The second is where responses are graded & XB ( 0D   H ( 0޽h ? 33P 0 LDP,(  ,^ , S   "   , c $4? >`   rHow does a machine score essays? The same general process is used by each of the commercially available programs. , 0Qd   f,First, the developers& 0 2 v , 0 XB P 0D  XB P 0DXB P 0D  G P 0 `` ySo, in sum, the research results on automated scoring are very promising but, so far, incomplete vis--vis comparability.z0 2z ,aXB  P 0DXB  P 0D  H P 0޽h ? 33x X 0    X (  Xd X c $ 2R   X s *< %`n   With respect to the comparability of human and machine scoring, education officials responsible for testing programs should& 2 X 0t3 = The defensibility of scoring can t be fully evaluated by the profession and through it, test users, without disclosure. & i.e., for the types of students and writing tasks used in particular testing programs.  2  X 0 a ,If scores are not comparable across different mechanisms, equating may be possible. If it is not, you may need to live with different score scales. Note that this may be the case even if the machine scores wind up being more valid than the human ones. That, too, would be an instance in which the scores from one mechanism can t be directly compared to scores from the other.z0 2z XB X 0D` P` XB  X 0D    X 0 p T Second, & Finally, if scores are to be compared across time, or some kids are to be scored by humans and others automatically, education officials should satisfy themselves, on the basis of evidence, that the machine and human scores are comparable. So, 80 2  7 RB  X s *D P` XB  X 0D` @ ` XB  X 0D@0PH X 0޽h ? 3380___PPT10.pPiVoY 0  @(  d  c $  "r    s *p) J`   *In addition to the conditions under which constructed responses are presented to human examiners, variation in scores may also occur because of who or what does the scoring, in particular whether human examiners or an automated system is used. $D H  0޽h ? 33R Z 0   0(  d  c $  "r    s * 1 J`   XDWe would like scores to be comparable when, for example, we want to:p  03  This situation could occur if some kids take a CR test on computer and others are allowed to take it on paper. If the human and machine scores aren t comparable, we won t be able to reference scores to the same norms or performance standard. & and we want to compare scores across time, say this year s performance to last year s. Validity is in the scores, not in the test. If we change the way the scores are generated such that they are no longer comparable, validity may be affected.0 2 XB  0D@ `XB  0DP p P  05J 4 We should also be concerned about comparability when we want to& Finally, comparability should be a concern when we want to& ~0 2~ XB  0DPH  0޽h ? 33[ 0 N(  d  c $ | R    s *\ pc   8lAt least 13 US states are actively working to move components of their assessment systems to operational electronic delivery. These states appear in brown on this slide. In addition, a handful of sta