Impact of Computer-Based Assessments on the Science’s Ranks of Secondary Students

This study reports the impact of examining either with digital or paper-based tests in science subjects taught across secondary level. With our method, we compare percentile ranking scores two cohorts earned computer- and teacher-made assessments to find signals a testing mode effect. It was found that overall, at cohort gender levels, pupils were rank-ordered equivalently both modes. Furthermore, females top-achieving subgroups where differences between modes smaller. The practical implications these findings are discussed from lens case doubt about whether regular schools could afford deliver high-stakes computer-based tests.