The effect of mode of test administration on computerised assessment results using proctored and unproctored test administration procedures

Abstract

The purpose of this research was to investigate the effect that mode of test administration could have on computerised assessment results involving proctored and unproctored test conditions. Two South African test instruments, the Learning Potential Computerised Adaptive Test (LPCAT) and the Career Preference Computerised Adaptive Test (CPCAT) were used in the study. A quantitative, quasi-experimental design was used, and a convenience sample for LPCAT (N=82) and CPCAT (N=81) consisted of employees in the hospitality industry. Using a within-participants design, the dependent t-test was used for statistical analysis. For the total group the LPCAT results yielded no statistically significant differences between the mean scores for the two different modes of administration. For the total group the CPCAT results yielded statistically significant differences in the mean scores per mode of administration for five out of 34 dimensions, however, for the majority of the CPCAT sub-dimensions, the mode of administration did not impact on results. It was concluded that mode of administration did not impact on the cognitive test scores and only to a very limited degree on the non-cognitive test scores. Based on the results the null hypotheses for the effect of mode of administration were not rejected.