Computer Versus Paper Testing in Precollege Economics

Abstract

Interest is growing at the precollege level in computer testing (CT) instead of paper-and-pencil testing (PT) for subjects in the school curriculum, including economics. Before economic educators adopt CT, a better understanding of its likely effects on test-taking behavior and performance compared with PT is needed. Using two volunteer student samples of CT and PT test scores collected as part of the field testing and national norming of the Test of Economic Knowledge (Walstad, Rebeck, and Butters 2010), the present authors investigated how CT and PT affect student test responses. The authors found that eighth- and ninth-grade students perform better with CT than PT, that CT has the potential to limit item guessing, and that CT may reduce item bias from the order of item placement on a test.

Keywords:

• computer testing
• economics instruction
• economics teachers
• paper-and-pencil testing

JEL code:

• A20

Acknowledgments

Ryan Gorka provided valuable help in preparing the item data that the authors used for the study.

Notes

1. Although a “don't know” option can be included on a paper test, it may not produce similar information because students are not forced to choose an answer and may simply elect to leave an item blank instead of explicitly marking “don't know.”

2. A third design factor is that PT allowed students to review and revise answers to all questions, but the CT did not allow students to return to a question after answering it. This issue could not be investigated in this study because it was not possible to observe students and obtain data during their PT review and revision process.