Abstract
Recently, large-scale mathematics assessments are shifting from traditional paper-based tests to computer-based tests, nationally and internationally. This study explored the mode effect (the difference in student achievement by the change of test mode) according to the types of test items, the technological function reflected in the items, the characteristics of students' computer use, and the computer-based test environment. To this end, we analyzed the results of the 2020 national assessment of educational achievement of high school mathematics conducted on a paper and computer basis. As a result, firstly, the mode effect induced by the mode transition was generally insignificant, but the mode effect was larger in the extended response type than other types. Secondly, there were differences in the mode effect according to the transition to test with computer mode where innovative items were added. Thirdly, the difference between mode effects was statistically significant according to the student’s sense of efficacy in computer use. The results of this study suggest that innovative items should be introduced deliberately according to the targeted content and competency in evaluation, and that assessment design and environment preparation need to be carefully developed so that nonessential abilities other than students' mathematical ability or incidental situation do not distort the assessment results.
Figures & Tables
Figure 1. An example of drag and drop item (Arslan et al., 2020)