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Establishing Measurement Equivalence Across Computer- and Paper-Based Tests of Spatial Cognition.

Shannon K T Bailey¹, Alexis R Neigel^1,1, Lindsay Y Dhanani^2,1

¹University of Central Florida, Orlando.

|December 16, 2017

Summary

Computerized and paper-based spatial cognition tests are not equivalent. Paper tests showed higher reliability, and different error types emerged between formats, impacting how spatial ability is measured.

Keywords:

computer-based testing measurement equivalence paper-based testing spatial cognition test mode effect

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Area of Science:

Cognitive Psychology
Educational Measurement

Background:

Computerized testing is increasingly adopted, yet measurement equivalence between digital and traditional formats is often unverified.
The test mode effect, where performance varies by medium, necessitates rigorous testing rather than assumption of equivalence.
Spatial cognition is a key area undergoing computerization, requiring validation of test mode equivalence.

Purpose of the Study:

To establish measurement equivalence between computerized and paper-based spatial cognition tests.
To compare the reliability of computerized versus pencil-and-paper test formats.
To investigate differences in error patterns across testing modes.

Main Methods:

244 undergraduate students completed spatial visualization and cross-sectioning tests.
Tests were administered in either a computerized or paper-and-pencil format.
Measurement equivalence and reliability were statistically analyzed.

Main Results:

Measurement equivalence was not supported across testing formats for either spatial test.
Test administration mode influenced the types of errors made in spatial visualization.
Paper-based tests exhibited higher reliability compared to their computerized counterparts.

Conclusions:

Computerized and paper-based spatial measures should not be treated as interchangeable due to lack of equivalence.
Future research must demonstrate test mode equivalence before widespread adoption of computerized spatial tests.
Differences in test administration may affect the reliable assessment of spatial cognition constructs.