| Abstract: | In this study data were examined from several national testing programs to determine whether the change from paper-based administration to computer-based tests (CBTs) influences group differences in performance. Performances by gender, racial, and ethnic groups on the Graduate Record Examination General Test, Graduate Management Admissions Test, SAT I: Reasoning Test, and Praxis: Professional Assessment for Beginning Teachers, were analyzed to determine whether the shift in testing format from paper-and-pencil tests to CBTs posed a disadvantage to any of these subgroups, beyond that already identified for paper-based tests. Although all differences were quite small, some consistent patterns were found for some racial-ethnic and gender groups. African-American examinees and, to a lesser degree, Hispanic examinees appear to benefit from the CBT format. On some tests, female examinees' performance was relatively lower on the CBT version. |
