Abstract
The study aims to investigate the effects of delivery modalities on psychometric characteristics and student performance on cognitive tests. A first study assessed the inductive reasoning ability of 715 students under the supervision of teachers. A second study examined 731 students’ performance on the application of the control-of-variables strategy in basic physics but without teacher supervision due to the COVID-19 pandemic. Rasch measurement showed that the online format fitted to the data better in the unidimensional model across two conditions. Under teacher supervision, paper-based testing was better than online testing in terms of reliability and total scores, but contradictory findings were found in turn without teacher supervision. Although measurement invariance was confirmed between two versions at item level, the differential bundle functioning analysis supported the online groups on the item bundles constructed of figure-related materials. Response time was also discussed as an advantage of technology-based assessment for test development.
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