  Computer-based testing is an expanding use of technology offering advantages
to teachers and students. We studied Calculus II classes for STEM majors using
different testing modes. Three sections with 324 students employed:
Paper-and-pencil testing, computer-based testing, and both. Computer tests gave
immediate feedback, allowed multiple submissions, and pooling. Paper-and-pencil
tests required work and explanation allowing inspection of high cognitive
demand tasks. Each test mode used the strength of its method. Students were
given the same lecture by the same instructor on the same day and the same
homework assignments and due dates. The design is quasi-experimental, but
students were not aware of the testing mode at registration. Two basic
questions examined were: (1) Do paper-and-pencil and computer-based tests
measure knowledge and skill in STEM Calculus II in a consistent manner? (2) How
does the knowledge and skill gained by students in a fully computer-based
Calculus II class compare to students in a class requiring pencil-and-paper
tests and hence some paper-and-pencil work. These results indicate that
computer-based tests are as consistent with paper-and-pencil tests as
computer-based tests are with themselves. Results are also consistent with
classes using paper-and-pencil tests having slightly better outcomes than fully
computer-based classes using only computer assessments.
