Abstract
The purposes of this study were to assess the comparability of scores obtained from computer and paper-and-pencil versions of the Iowa Tests of Educational Development and to evaluate examinees' attitudes about multiple aspects of test administration in the two modes. Findings supported the comparability of scores across administration modes with regard to scaling (means and standard deviations), internal consistency, and criterion- and construct-related validity. Overall, examinees preferred taking the computerized tests and valued many operational features of those tests. The least favorable attitudes were reported for the literary skills tests and their scrollable reading passages in particular.
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