Abstract
In this study data were examined from several national testing programs to determine whether the change from paper‐based administration to computer‐based tests (CBTs) influences group differences in performance. Performances by gender, racial, and ethnic groups on the Graduate Record Examination General Test, Graduate Management Admissions Test, SAT I: Reasoning Test, and Praxis: Professional Assessment for Beginning Teachers, were analyzed to determine whether the shift in testing format from paper‐and‐pencil tests to CBTs posed a disadvantage to any of these subgroups, beyond that already identified for paper‐based tests. Although all differences were quite small, some consistent patterns were found for some racial‐ethnic and gender groups. African‐American examinees and, to a lesser degree, Hispanic examinees appear to benefit from the CBT format. On some tests, female examinees' performance was relatively lower on the CBT version.
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