Equity of computer-assisted and classic form measures of cognitive abilities

Abstract

In this paper the equivalence of computer-assisted and traditional forms of two cognitive tests have been examined. In a sample of 238 subjects, the effects of gender, age, education level, computer experience, computer anxiety and state anxiety on the scores on different modalities of tests have been investigated. The analysis of the test structure and analysis of the ranks of the test scores, in two modalities, yielded no information on which to conclude that change of modality affected constructive validity of tests. There have been no significant differences in scores in two different modalities of test. Significant effects of interaction between the modality of tests and other employed predictors have not been detected. On this basis it has been concluded that the two modalities of testing have psychometric and experiential equivalence.