  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.
