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

翻译：本研究报告了在中学阶段科学科目中采用数字化测试与纸笔测试的影响。通过我们的方法，比较了两个学生群体在教师自编的计算机化与纸笔化评估中获得的百分位排名分数，以识别测试模式效应的信号。研究发现：总体而言，在群体层面与性别层面，学生在两种测试模式下的排名排序具有等价性。此外，女生与高成就学生这两个亚组中，模式间差异较小。本文通过案例研究视角探讨了这些发现的实践意义，并就普通学校能否承担高风险计算机化测试的可持续性提出了质疑。