Abstract
Computer-based test (CBT) and paper-based test (PBT) are two test modes to the test takers that have been widely adopted in the field of language testing or assessment over the last few decades. Due to the rapid development of science and technology, it is a trend for universities and educational institutions striving rather hard to deliver the test on a computer. Therefore, research on the comparison between these two test modes has attracted much attention to investigate whether the PBT could be completely replaced. At the same time, task difficulty is always a key element to reflect test takers’ performances. Numerous studies have laid a solid foundation and guidance about the comparative study of test takers’ performance on CBT and PBT, but there still remains a scarcity from the perspective of task difficulties with different Common European Framework of Reference for Languages (CEFR) task levels in particular.
 This study, therefore, compared the test takers’ performance on both CBT and PBT across tasks with different CEFR levels. A total of 289 principal recommended high school test takers from Macau took the pilot Test of Academic English (TAE) at a local university. The results indicated that there was a difference between test takers’ performance on different test modes across different CEFR levels, but only CEFR A2 level showed a statistically difference between CBT and PBT. And since science and technology are continuously developing, it is essential for the university to consider switching the test mode from PBT to CBT.
Highlights
In response to the rapid advancement of science and technology, universities and educational institutions are striving very hard, with the latest software on hand, for a developed new assessment method to replace their previous test mode
The results indicated that there was a difference between test takers’ performance on different test modes across different Common European Framework of Reference for Languages (CEFR) levels, but only CEFR A2 level showed a statistically difference between Computer-based test (CBT) and paper-based test (PBT)
Task difficulty as a key element in a test can always reflect test takers’ performance, but nothing has been done from the perspective of task difficulties with different Common European Framework of Reference for Languages (CEFR) task levels in particular
Summary
In response to the rapid advancement of science and technology, universities and educational institutions are striving very hard, with the latest software on hand, for a developed new assessment method to replace their previous test mode. CBT, compared with paper-based test (PBT), is less time-consuming, easier and quicker to be administered and scored, etc It is faced with some technical challenges such as the compatibility of software. Some other studies revealed the opposite result that test takers’ performance had no significant difference between these two test modes (Mazzeo & Harvey, 1988; Mead & Drasgow, 1993; Anakwe, 2008; Öz & Özturan, 2018). These studies have laid a solid foundation and guidance about the comparative study of test takers’ performance on CBT and PBT. Task difficulty as a key element in a test can always reflect test takers’ performance, but nothing has been done from the perspective of task difficulties with different Common European Framework of Reference for Languages (CEFR) task levels in particular
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