Effects of computer-based educational achievement test on test performance and test takers’ motivation

• Testing effects on biology test scores for the computer-based testing was found.
• By removing the testing effects, no treatment effect of CBT on test performance.
• The CBT mode enhances intrinsic motivation, self-efficacy, and anxiety.
• Test-takers’ motivation has no impact on the effect of CBT on test performance.

There has been an increasing interest in recent years in developing and using computer-based tests in educational assessment. To replace paper-based tests with computer-based ones, the standards for developing computerized-assessment (International Test Commission., 2004) requires equivalent test scores to be established for the new computer-based test and the conventional paper-based test. However, in most test mode comparability studies, the actual test items used have been identical, and yet significant differences have been found in test scores in paper-based and computer-based modes. This has been reported for several subjects, including science, languages and mathematics. The validity of using computer-based tests in educational assessment must therefore be questioned. This study involves a biology test and a biology motivation questionnaire using a Solomon four-group experimental design to examine the validity of the computer-based test and its effects on test performance and the motivation of test-takers. The findings provide supportive evidence for the validity of computer-based test in educational assessment.