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Statistical comparisons use polytomous logistic regression with an English language ability (ELA) matching variable derived from TOEFL multiple-choice components. Although mean writing score differences are small, matched examinees show small, consistently favorable effect sizes for handwritten responses across all analyzed prompts, indicating a general response-mode effect.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/comparability-of-toefl-cbt-writing-prompts-response-mode-analyses-2004-research-report/488126/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/comparability-of-toefl-cbt-writing-prompts-response-mode-analyses-2004-research-report/488126.png","ImageObject",300,407,{"name":92,"@type":93},"CatatanPagi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-08","2026-09-30",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What response modes were compared in the TOEFL writing prompt study?","Question",{"text":112,"@type":113},"The study compares handwritten responses with word-processed responses to TOEFL CBT writing prompts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were score differences analyzed statistically?",{"text":117,"@type":113},"Differences were examined using polytomous logistic regression, with an English language ability (ELA) variable built from TOEFL multiple-choice components for matching.",{"name":119,"@type":110,"acceptedAnswer":120},"What overall pattern did the study find across the writing prompts?",{"text":121,"@type":113},"When examinees were matched on ELA, small differences appeared consistently favoring the handwritten response mode across all analyzed prompts, suggesting a general effect of response mode.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},488126,1790954881,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090894170,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Research Reports  \nRR-75 July 2004  \nComparability of TOEFL CBT Writing Prompts: Response Mode Analyses  \nHunter Breland Yong-Won Lee Eiji Muraki  \nComparability of TOEFL CBT Writing Prompts: Response Mode Analyses  \nHunter Breland and Yong-Won Lee ETS, Princeton, NJ  \nEiji Muraki  \nTohoku University, Japan  \nETS is an Equal Opportunity/Affirmative Action Employer. Copyright © 2004 by ETS. All rights reserved.  \nNo part of this report may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. Violators will be prosecuted in accordance with both U.S. and international copyright laws.  \nEDUCATIONAL TESTING SERVICE, ETS, the ETS logos, Graduate Record Examinations, GRE, TOEFL, and the TOEFL logo are registered trademarks of Educational Testing Service. The Test of English as a Foreign Language is a trademark of Educational Testing Service.  \nCollege Board is a registered trademark of the College Entrance Examination Board.  \nGraduate Management Admission Test and GMAT are registered trademarks ofthe  \nGraduate Management Admission Council.  \nAbstract  \nEighty-three Test of English as a Foreign Language™ (TOEFL®) CBT writing prompts that were administered between July 1998 and August 2000 were examined in order to identify differences in scores that could be attributed to the response mode chosen by examinees (handwritten or word processed) . Differences were examined statistically using polytomous logistic regression. An English language ability (ELA) variable was developed from the multiple-choice components of the TOEFL examination and used as a matching variable. Although there was little observed difference in mean writing scores, when examinees were matched on English language ability, small differences were observed in effect sizes consistently favoring the handwritten response mode. The difference favoring the handwritten response mode occurred for all ofthe writing prompts analyzed; however, the differences for individual writing prompts were small. This difference suggests a general effect for response mode.  \nKey words: Computer-based writing assessment, essay prompts, comparability, fairness, response mode, logistic regression, proportional odds-ratio model  \nThe Test of English as a Foreign Language™ (TOEFL®) was developed in 1963 by the National Council on the Testing of English as a Foreign Language. The Council was formed through the cooperative effort of more than 30 public and private organizations concerned with testing the English proficiency of nonnative speakers of the language applying for admission to institutions in the United States. In 1965, Educational Testing Service® (ETS®) and the College Board® assumed joint responsibility for the program. In 1973, a cooperative arrangement for the operation of the program was entered into by ETS, the College Board, and the Graduate Record Examinations (GRE®) Board. The membership of the College Board is composed of schools, colleges, school systems, and educational associations; GRE Board members are associated with graduate education.  \nETS administers the TOEFL program under the general direction of a policy board that was established by, and is affiliated with, the sponsoring organizations. Members of the TOEFL Board (previously the Policy Council) represent the College Board, the GRE Board, and such institutions and agencies as graduate schools of business, junior and community colleges, nonprofit educational exchange agencies, and agencies of the United States government.  \n􀂙 􀂙 􀂙  \nA continuing program of research related to the TOEFL test is carried out in consultation with the TOEFL Committee of Examiners. Its members include representatives of the TOEFL Board and distinguished English as a second language specialists from the academic community. The Committee advises the TOEFL program about research ","cbCaiteYc4V0tTGZ","https://ap.wps.com/l/cbCaiteYc4V0tTGZ","pdf",2495027,52,"English","# Abstract\n# Key words\n# Background and program history of TOEFL\n## ETS administration and sponsoring organizations\n## TOEFL Committee of Examiners and research process\n# Current committee members (2004-2005)\n# How to obtain more information\n# Acknowledgements","[{\"question\":\"What response modes were compared in the TOEFL writing prompt study?\",\"answer\":\"The study compares handwritten responses with word-processed responses to TOEFL CBT writing prompts.\"},{\"question\":\"How were score differences analyzed statistically?\",\"answer\":\"Differences were examined using polytomous logistic regression, with an English language ability (ELA) variable built from TOEFL multiple-choice components for matching.\"},{\"question\":\"What overall pattern did the study find across the writing prompts?\",\"answer\":\"When examinees were matched on ELA, small differences appeared consistently favoring the handwritten response mode across all analyzed prompts, suggesting a general effect of response mode.\"}]","Comparability of TOEFL CBT Writing Prompts: Response Mode Analyses - 2004 - Research report | PDF",1790810459,131]