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Lynch School of Education, Boston College  \nVolume 10, Number 2  \nExamining the Feasibility and Effect of Transitioning GED Tests to Computer  \nJennifer Higgins, Margaret Becker Patterson, Martha Bozman, & Michael Katz  \nEditor: Michael Russell  \n[russelmh@bc.edu](russelmh@bc.edu)  \nTechnology and Assessment Study Collaborative  \nLynch School of Education, Boston College  \nChestnut Hill, MA 02467  \nCopy Editor: Jennifer Higgins  \nDesign: Thomas Hoffmann  \nLayout: Aimee Levy  \nJTLA is a free online journal, published by the Technology and Assessment Study Collaborative, Caroline A. & Peter S. Lynch School of Education, Boston College. Copyright ©2010 by the Journal of Technology, Learning, and Assessment (ISSN 1540-2525) .  \nPermission is hereby granted to copy any article provided that the Journal of Technology, Learning, and Assessment is credited and copies are not sold.  \nPreferred citation:  \nHiggins, J., Patterson, M.B., Bozman, M., & Katz, M. (2010). Examining the Feasibility and Effect of Transitioning GED Tests to Computer. Journal of Technology, Learning, and Assessment, 10(2). Retrieved [date] from [http://www.jtla.org](http://www.jtla.org).  \nAbstract:  \nThis study examined the feasibility of administering GED Tests using a computer based testing system with embedded accessibility tools and the impact on test scores and testtaker experience when GED Tests are transitioned from paper to computer. Nineteen test centers across five states successfully installed the computer based testing program, followed the research protocol, and transmitted testing data with minimal issues, providing evidence of the feasibility of administering GED Tests on computer. Two hundred and sixteen GED candidates participated in the research by completing two GED mathematics practice test forms and a survey. Participants completed the first form on paper and were randomly assigned to take the second form on computer or paper. The survey asked students to report demographic information, information about their use of computers, and their preference for using a computer to take tests. Regression analyses showed that participants were neither advantaged nor disadvantaged by taking the GED Mathematics Test on computer. This finding also holds true after accounting for student’s reported computer use and preference for taking tests on computer.  \nExamining the Feasibility and Effect of Transitioning GED Tests to Computer  \nJennifer Higgins  \nNimble Assessment Systems Martha Bozman  \nMargaret Becker Patterson  \nAmerican Council on Education, GED Testing Service Michael Katz  \nNimble Assessment Systems  \nBackground/Purpose  \nGED® Tests provide a way for adults who did not finish high school to certify their high school-level skills and knowledge. To receive a GED credential, candidates must pass the GED Tests. The GED Tests cover each of the following five content areas: Language Arts (Reading and Language Arts), Writing, Mathematics, Science, and Social Studies. The American Council on Education, through GED Testing Service, develops the GED Tests and establishes minimum passing scores. Jurisdictions (including all U.S. states) manage all test administration procedures including ordering test materials, administering the tests, having the tests scored, and reporting results to candidates. To this end, jurisdictions lease tests from the GED Testing Service annually.  \nAs is the case with many large-scale test developers, GED® Testing Service has considered transitioning GED Tests from paper to computer (George-Ezzelle & Hsu, 2006) . Education Week’s 2009 Technology Counts reported that 26","cbCaifbzeAwYcWwr","https://ap.wps.com/l/cbCaifbzeAwYcWwr","pdf",371836,34,"English","# Abstract\n# Background/Purpose\n## GED credentialing and test administration\n## Prior research and motivations for computer-based delivery\n## Candidate needs, accessibility, and accommodations","[{\"question\":\"What was the main purpose of the study?\",\"answer\":\"To examine whether administering GED Tests on computers with embedded accessibility tools is feasible, and to assess its impact on test scores and test-taker experience compared with paper administration.\"},{\"question\":\"How was the research administered and who participated?\",\"answer\":\"Nineteen test centers across five states implemented the computer-based testing program. Two hundred sixteen GED candidates completed two GED mathematics practice test forms and a survey, with the second form assigned to computer or paper.\"},{\"question\":\"Did taking the GED Mathematics Test on computer improve or reduce performance?\",\"answer\":\"Regression analyses showed participants were neither advantaged nor disadvantaged when taking the GED Mathematics Test on computer. This result remained after accounting for reported computer use and preference for testing on computer.\"}]","Examining the Feasibility and Effect of Transitioning GED Tests to Computer - Volume 10 - Number 2 | PDF",86]