1Comparability of Paper-and-Pencil and Computer-Based Tests
for Distributions of Completion Time and Score of the National
Center Test for University Admissions

Mamoru Fujiyoshi*, Akio Fujiyoshi** and Tomoichi Ishizuka*
Abstract This experimental study was conducted to assess thecomparability of conventional paper-and-pencil tests and the computer-based
tests developed in 1995. The assessment was to compare the distributions ofcompletion time (time needed to complete test items) and score on the two test
media for Japanese, Mathematics and English tests in the National Center Test
for University Admissions. The computer-based test was designed to simulate theconventional paper-and-pencil test as faithfully as possible. The computer-based
test employ ed a pen computer on which the paper-and-pencil test sheet was
displayed on the computer screen, the pencil being replaced by the electronicpen.
The comparability of distributions of completion time and score wasexperimentally assessed in 1996. As the subject groups administered thepaper-and-pencil and computer-based tests differed, it was unclear as to whether
the cause of the significant difference noted in scores for Japanese was due to thedifference in the test media, or to the difference between the two subject groups.
This experimental assessment employed a Latin-square design, and bot hsubject groups were simultaneously administered tests on the two test media tominimize the effects of difference between subject groups. It was concluded that
distributions of completion time and score for the paper-and-pencil tests and thecomputer-based tests were comparable.
Key Words:
test media, paper-and-pencil test, computer-based test, National Center Test for
University Admissions, item cumulative time-completion rate curve, ite mcumulative time-score rate curve

1. Introduction
This experimental assessment was conducted

as possible (Fujiyoshi & Ishizuka, 1996). The PPT
sheet was displayed on the computer screen, thepencil being replaced by the electronic pen.

for the purposes of investigating the comparabilityof distributions of completion time (time needed to

The results of the experimental assessment incomplete test items) and score measured by the

1996 suggested that we should improve theconventional paper-and-pencil test (PPT) and theexperimental

computer-based test (CBT) developed in 1995.

completion

Employing a pen computer, the CBT was designed

Mathematics, and English tests in the National

to simulate the answering process of the PPT of theCenter Test for University Admissions differed

National Center Test for University Admissions

minimally between the PPTs and the CBTs,

using optical readable marking sheets as faithfully

however a significant difference was noted in the* Research Division, The National Center for University Entrance Examination** Faculty of Engineering, Ibaraki University

methodology.
time

and

Distributions

score

for

of

Japanese,

2score distributions for Japanese (Fujiyoshi &the switches on its tip and side, are detected

Ishizuka, 1996). Since the PPT subject group andwhenever the pen is touched on the display. Data

the CBT subject group were different, it was

may therefore be entered by simply touching theunclear as to whether the cause of this significant

pen on the display.

difference was related to the difference in the twotest media, or to the difference between the two

Software was written in Visual BASIC Ver.
2.0 (Microsoft Corporation), and run under MS

subject groups.

Windows Ver. 3.1 (Microsoft Corporation). Figure
This new experimental assessment employed

1 shows the first question screen of thea Latin-square design, that is, both subject groups

Mathematics test. A handwritten memorandum has

were simultaneously administered the tests on the

been added to the screen.

two test media to eliminate the effects of difference
between subject groups. The notions of item

The procedure of the CBT is similar to the

cumulative time-completion rate curves and item

PPT in that all questions may be answered using acumulative time-score rate curves were newly

single electronic pen. Questions on any page may

prepared in this study in order to compare thebe displayed on the screen as required, any

distributions of completion time and score for the

handwritten memorandum added on the screen,

PPTs and the CBTs. The results suggested thatand answers entered in the electronic marking

distributions of completion time and score weresheet field on the screen, all with the electronic pen.

approximately the same for the PPTs and the CBTs,

Questions may be reviewed as often as necessary,and that both were comparable.

and answers corrected as required.

Recording of the answering process is fully

2. The CBTThe CBT was designed to simulate the PPTs

automated. Each time a page is turned over, theemploying the optical readable marking sheets as

page number and time are recorded automaticallyused in the National Center tests as faithfully as

on the internal hard disk drive. Each time thepossible. Pen computers (Amity SV) supplied byelectronic pen is touched on a marking sheet field

Mitsubishi Electric Corporation were employed in

the item number, choice number and time aretherecorded. The score is also recorded if the answer

development.

The

computers

areoflight-weight design, 29.6 cm long, 22.8 cm wide

is correct.

and 2.54 cm thick. The upper face of the computeris equipped with a 16-gray scale monochrome

3. Experimental Assessment

liquid crystal display, which is 20.6 cm long and

3.1 Purpose

15.5 cm wide. Resolution of the display is 768×1024 pixels.

The purpose of this assessment was toinvestigate the comparability of the conventional
PPTs and the CBTs in terms of the distributions ofAn electronic pen is used as an input device.

completion time and score in the National Center

The position of the tip of the pen and the status of

Test for University Admissions. The assessment

3

used the Latin-square design to resolve problemsofmethodology

revealed

intheprevious

assessment in 1996 (Fujiyoshi & Ishizuka, 1996).

Each cell of the Latin-square design contained
two additional factors in the experiment. The
university department factor consisted of twolevels, literature and natural sciences, and the

3.2 Method
As the nature of the tests it is necessary toadministration order factor consisted of the two

preclude the same subjects being administered thelevels, PPT-first and CBT-first administrations.

same questions on both two test media. A 2×2

Male and female subjects were approximately

Latin-squareequal in number.

designusing

16

repeats

was

employed. Table 1 shows the design plan.
The test procedure started with issuing
The factors in the experiment were the two

instructions, after which the subjects answered inlevels of test media (PPT and CBT), the two levels

accordance with the work-limit method withoutof subject groups (group 1 and group 2), and thetime limit.

two levels of test sets (set A and set B).
3.3 Results
The test media factor was the two levels of

3.3.1 ANOVA of Effects of Test Media on thethe PPT and the CBT. The questions for the PPTCompletion Time and the Test Scores

were presented in a conventional booklet format.

The three factors in the Latin-square design

As the use of video recording method required

for the experiment were analyzed by ANOVA toconsiderable time and effort in reading the test data

determine their effects on the completion time and(Fujiyoshi & Ishizuka, 1996), answers werescores. Results of ANOVA for completion time ofrecorded

automaticallyusingelectronic

the test are shown in Table 2. Results of ANOVA

marking

sheet

developedfromfor test scores are shown in Table 3.

systemthetheelectronic marking sheet portion of the CBT.
The distributions of the completion time for
Subjects were 32 first year university students,

the PPTs and the CBTs were approximately theentering university in 1996, and having taken thesame for Japanese, Mathematics and English.

National Center Test for university Entrance in

Box-and-whisker plots representing distribution ofJapanese, Mathematics and English.

completion time of the test are shown in Figure 2.
The '+' symbols shown in the box-and-whisker

The test sets used in the experiment consisted

plots represent the mean of a distribution.

of set A and set B for each of Japanese,
Mathematics and English, and were prepared fromAs shown in Table 2, the results of ANOVA

questions previously used in the National Centerfor the completion time indicate that the main

tests. The amount of questions in each test set was

effects of the test media factor on the completion

approximately equivalent to the amount of 40

time were not significant for all three subject areas.

minutes of the National Center test.

The main effects of the subject group factor were4

not significant. The main effects of the test set

standard deviation of the completion time for thefactorfirst test, those for the second test, those for the

were

recognizedassignificant

for

differences of the first and second test, the t value,

Mathematics and English.

and the level of significance. Each row is
The distributions of score for the PPTs andpartitioned into the total group, the PPT-first group,

the CBTs were approximately the same forand the CBT-first group.

Table 5 shows the mean

Japanese and Mathematics, however, for English

and standard deviation of score for the first test,

the score distribution for the CBT was slightly

those for the second test, those for the differences

higher than that for the PPT.

Box-and-whiskerof the first and second test, the t value, and theplots representing score distributions for the threelevel of significance. Each row is partitioned into

subject areas are shown in Figure 3.

the total group, the PPT-first group, and the
CBT-first group.

As shown in Table 3, the results of ANOVA
for test scores indicate that main effect of the test

For the distributions of completion time, there

media factor on the scores was not significant for

was a common tendency that the means ofJapanese and Mathematics but for English. As withcompletion time for the second test were relatively

the test media factor, the main effect of the subject

smaller than those for the first test in all threegroup factor was significant only for English. The

subject areas for the total group, the CBT-firstmain effect of the test set factor was not significant

group and the PPT-first group. Especially, there

for Japanese and English but for Mathematics.

was a significant difference in Japanese for the
total group.

3.3.2 The Results of t-Test for Order of
The mean of completion time for the total

Administration
togroup was slightly larger for the first test than forinvestigate the effects of order of administration of

the second test for all three subject areas. The

the tests on the completion time and score. The

means of the differences in completion time were

results of t-testfor distributions of completion

4.40 minutes for Japanese, 3.02 minutes fortime for the three subject areas are shown in Table

Mathematics and 3.70 minutes for English. The

4. The results of t-test

results of t-testThepairedt-tests

were

conducted

for score distributions forshowed no significant differences

the three subject areas are shown in Table 5. The

for Mathematics and English, but there was a

total group of 32 subjects took the first test,

significant difference for Japanese.

followed by the second test. Half of the subjects
were assigned to the CBT-first group, administered

The means of completion time for thethe first test as a CBT, then administered the

CBT-first group were the same as those of the total

second test as a PPT. The remaining 16 subjects

group. The means were slightly larger for the CBT

were assigned to the PPT-first group, administered(first test) than for the PPT (second test) for all

the first test as a PPT, then administered the second

three subject areas. The means of the differences oftest as a CBT. Table 4 shows the mean andcompletion time were 4.78 minutes for Japanese,

52.07 minutes for Mathematics and 6.54 minutes forEnglish. The results of t-test

significant differences for all three subject areas.

showed nosignificant differences for all three subject areas,

For the PPT-first group, The means of scorehowever, the t values for Japanese and English

for the PPT (first test) were slightly higher thanwere considerably high.

those for the CBT (second test) in Japanese andMathematics, whereas the mean of score for the

The means of completion time for the

CBT (second test) in English was significantly

PPT-first group were slightly larger for the PPT

higher. The means of the differences in score were(first test) than for the CBT (second test) for all

6.56

three subject areas. This tendency is similar to that

Mathematics and -9.42 points for English.

pointsforJapanese,

2.26

pointsforof the total group and the CBT-first group. The
means of the differences in completion time were

The distribution of score for the CBT in

4.03 minutes for Japanese, 3.96 minutes forEnglish was considerably higher than that for the

Mathematics and 0.86 minutes for English. The

PPT, irrespective of the order of administration. A

results of t-test

significant difference was noted in the distributions

showed no significant differencesof score for the PPT-first group.

for all three subject areas.

On the other hand, for the distributions of

3.3.3 Comparisons Using Item Cumulativescore there was a tendency that the mean of score

Time-Completion Rate Curves

for the second test was approximately the same as

Item cumulative time-completion rate curves

that for the first test in Japanese and Mathematics,

were newly developed to provide more detailed

and lower than that for the first test in English.

comparisons of distributions of completion time
for the PPTs and the CBTs. The item cumulative

The means of score for the first test and thetime-completion rate curves for the two test media

second test were almost the same for all three

for Japanese, Mathematics and English are shownsubject areas for the total group. The means of thein Figure 4. Item cumulative time-completion rate

differences in score were 3.80 points for Japanese,curve is a set of points on coordinate system with

1.65 points for Mathematics and -1.65 points fortime needed to complete the items on the

English. The results of t-test

horizontal axis and the relative cumulative

showed nosignificant differences for all three subject areas.

frequency of items answered within the time on thevertical axis. Bold lines relate to PPTs, and thin

For the CBT-first group, the mean of score forlines relate to the CBTs.

the CBT was similar to that of the PPT in Japaneseand Mathematics, and was considerably higher

The time-completion rate curves for both test

than that of PPT in English. The means for the

media approximated each other for all threedifferences in score were 1.04 points for Japanese,

subject areas. The curve for the PPT in Japanese is1.03 points for Mathematics and 6.12 points forslightly higher than that for the CBT, however the

English. The results of t-test

two curves are matched over most of the range. In

showed no6contrast, the curve for the CBT in Mathematics iswere plotted for a large number of points and are

higher than that for the PPT, but the two curves areconsequently very smooth. Table 7 shows the total

parallel over most of the range. The two curves fornumber of points plotted from the test data for 32

English are very closely matched.

subjects and the mean of points for a subject on
both curves.

The item cumulative time-completion rate
curves were plotted for a large number of points

3.4 Discussion
Itand are consequently very smooth. Table 6 shows

was

found

in

the

resultsof

thisthe total number of points plotted from the test

experimental assessment that the distributions ofdata of 32 subjects and the mean of points for acompletion time and score of the PPTs and thesubject on both curves.

CBTs were comparable for Japanese, Mathematics
and English tests in the National Center Test for3.3.4 Comparisons Using Item Cumulative

University Admissions, and that the significant

Time-score Rate Curves

main effect of test media on the scores for

Item cumulative time-score rate curves wereJapanese in the previous assessment (Fujiyoshi &newly prepared to provide a more detailed

Ishizuka, 1996) was not necessarily related to thecomparison of score distributions for the PPTs anddifference of the two test media. The effects of thethe CBTs. The item cumulative time-score rate

two test media on the completion time and scores

curves for the two test media for the three subject

were analyzed by ANOVA. Except for the scoresareas are shown in Figure 5. Item cumulativefor English, no significant main effects due to test

time-score rate curve is a set of points on

media were apparent on the completion time andcoordinate system with time needed to complete anscores for the three subject areas (see Table 2 anditem on the horizontal axis and the relative

Table 3). The item cumulative time-completion

cumulative score of items answered within theratetime on the vertical axis. Bold lines relate to theapproximated each other closely for all three

PPTs, and thin lines relate to the CBTs.

subject areas (see Figure 4). The item cumulative

curves

for

the

PPTs

and

the

CBTs

time-score rate curves were also very well matched
The item cumulative time-score rate curves

for all three subject areas (see Figure 5).

for the PPTs and the CBTs are very well matchedeach other for Japanese, Mathematics and English.

The effects of order of administration of the

The two curves for Japanese approximate, as are

tests on distributions of completion time and score

the two curves for Mathematics. Although awere generally such that the means of completion

significant difference was apparent between thetime for the second tests were smaller than thoseboth means of score for English, as the score rate

for the first tests (see Table 4), and that the means

is used the two curves are collinear over most ofof score for the second tests were slightly lower

the range.

than those for the first tests except for English (seeTable 5).

The item cumulative time-score rate curves

7

The mean of completion time of the second

rate curves for any completion ratio can betest for the total group for Japanese wasprepared from the collected data. Similarly, if thesignificantly smaller than of the first test (see Tableamounts of time for obtaining this score for any

4). This is considered to be due to the behavior of

obtained score ratio are calculated for each subject

subjects in the exceptional situation of thein a subject group from the test data, subject

experiment.

werecumulative time-score rate curves for any obtained

administered at the very end of the experimentscore ratio can be prepared from the collected data.

session, subjects completing test for Japanese early

Subject cumulative time-completion rate curves

were able to leave their seats and return homefor

immediately. Therefore some subjects obviously

conventional group learning response curves

tended to leave early and it is thought that this(Fujita, 1975; Fujiyoshi, 1997; Fujiyoshi, 2000).

affected the completion time of the test.

The time-score rate curves (Fujiyoshi, 1999;

As

the

Japanese

tests

100%

completion

ratio

coincide

with

Fujiyoshi, 2000) can be seen as subject cumulative
The of item cumulative time-completion ratetime-score rate curves for 100% obtained scorecurves and item cumulative time-score rate curves

ratio. In addition to 100% completion ratio andwere newly developed for this research as a means

100% obtained score ratio, subject cumulativeofoftime-completion rate curves for any completion

completion time and score for the PPTs and theratio as well as subject cumulative time-score rate

CBTs

cumulative

curves for any obtained score ratio may also betime-completion rate curves were prepared fromconsidered. Further research is required on thesethe distribution of the single factor of completion

characteristics.

directly

incomparingdetail.

theThe

distributions

item

time. On the other hand, the item cumulative
time-score rate curves were prepared from

The item cumulative time-completion rate

distributions of the two factors of completion time

curves and the item cumulative time-score rateand score. These curves were prepared from thecurves are much smooth and stable, even withcumulative values of number of items and scores

small numbers of subjects (see Figure 4 and Figure

each time any subject in any group answered an5). The numbers of points used in plotting theitem, or answered an item correctly. The increase

cumulative item time-completion rate curves are ain relative cumulative frequency for items and thefew hundred times greater than the numbers ofincrease in relative cumulative scores for items

pointsanswered correctly as time passed indicate a truetime-completion rate curves (see Table 6), and therepresentation.

numbers of points on the item cumulativerequiredfor

subject

cumulative

time-score rate curves are a few ten times greater
Subject cumulative curves can be createdfrom the item cumulative curves. If the amounts ofthan the numbers of points required for subject
cumulative time-score rate curves (see Table 7).

completion time for any completion ratio arecalculated for each subject in a subject group fromThe optimal distribution function fitted tothe test data, subject cumulative time-completion

these curves is currently under consideration. The

8Weibull distribution function is not always fitted tothe significant main effect of the test media on thethese curves (Fujiyoshi, 2000), though it has beenscore distributions (see Table 3). Despite theappropriate

general tendency, for English the mean of score offorsubject

cumulative
subject

the later CBT was significantly higher than of the

cumulative time-score rate curves (Fujita, 1975;

initial PPT in the PPT-first group as shown by the

Fujiyoshi, 1997; Fujiyoshi, 1999; Fujiyoshi, 2000;

results of t-test (Table 5).

time-completionrate

curvesandFujiyoshi & Ishizuka, 1996).
4. Conclusions
The Latin-square design is considered to be

The study revealed that the distributions of

one of the more precise experimental designs tocompletion time and score for the PPTs and thedetect effects of test media. This assessment

CBTs approximated each other in the experimentemployed the Latin-square design to allow each

which used the Japanese, Mathematics and English

subject to be administered the PPTs and the CBTs

tests in the National Center Test for University

simultaneously in order to figure out the problems

Admissions with marking sheets. It was concludedin the previous assessment. Mazzeo et al. used athat the distributions of completion time and score

single-group counterbalanced equating design andfor both test media were comparable. As

investigated the comparability of scores from the

Bunderson et al. (Bunderson, Inouye & Olsen,

PPTs and the CBTs of the College-Level

1989) pointed out, linear CBTs were intended to

Examination

ProgramGeneralserve the same purposes as their PPTs. Therefore, aExaminations

in

and

Englishkey issue was the comparability of scores obtained

Composition(Mazzeo,

Druesne,Raffeld,on CBTs and PPTs of the same tests. Can the

Checketts, & Muhlstein, 1992). The single-group

scores from the two test media be usedcounterbalanced equating design is the same as theinterchangeably to make academic decisions? As adesign II of the six designs for test equating

result of this assessment, except for the English

proposed by Angofff (1971). In general, for a givenscore distributions, the results of ANOVA andsample size, greater precision is obtained from thist-test showed that there were no significant

design than from random groups or anchor-test

differences in distributions of completion time anddesigns. The Latin square design is almost similarscore for both test media for all three subject areas.

(CLEP)

Mathematics

to the single-group counterbalanced equating
design. Therefore, the precision of Latin squareThis assessment was the first use of thedesign may be equal to or greater than of thenotions of item cumulative time-completion rate

single-group counterbalanced equating design.

curves and item cumulative time-score rate curves
to compare the distributions for both test media,

It is hoped to examine the causes of thesignificant effects of the test media found only on

and the shapes of curves for the two test media
were found to approximate each other.

the score distributions for the English tests. For
English the score distribution for the CBT was

The use of this CBT opens up possibilities ofhigher than that for the PPT, and ANOVA revealed

research into answering process of PPTs. The

9conventional video recording method requires

Jamieson, Eignor, Kirsch, 1998).

considerably much time and effort to collect test
data of answering process, and has proved an

Thecomparabilityof

distributionsofobstacle to research into answering process ofcompletion time and score for the two test media is

PPTs. For the purpose, employing a pen computer,not a simple matter of comparing distributions in

the CBT system was developed and designed toterms of means, dispersions and shapes; it is also

simulate conventional PPTs as faithfully asnecessary to compare the rank orders of subjects

possible. The use of the CBTs allowed automatedaccordingtotheguidelines

collection of all test data, and enabled to estimate

interpretationsofAmericananswering process of PPTs from test data collected

Association (Mazzeo, Druesne, Raffeld, Checketts,by the CBTs.

& Muhlstein, 1992). The use of the Latin-squarefor

CBT and

Psychologicaldesign in this experimental assessment precluded a
The development of this CBT resolved thecomparison of the rank orders of subjects, and it isproblems of the user interface in previous CBTs.

hoped that an investigation of equating by

The use of the pen computers allows the user toinformation on the rank orders of subjects will be

add a hand written memorandum to the computer

conducted in the future.

screen while answering questions, and to touch themarking sheet field on the screen with theReferenceelectronic pen to answer questions directly. In

Angoff, W. H. 1971 Scales, Norms, and Equivalent

comparison to indirectly operated pointing devices

Scores. In Thorndike, R. L. (Ed.), Educationalsuch as a mouse and a touch-pad, the pen computer

Measurement. 2nd ed. Washington, D. C.:

considerably enhances simplicity of operations.

American Council on Education. Pp. 508-600.

The results of a survey of questionnaire also

Bunderson, V. C., Inouye, D. K., & Olsen, J. B.

showed that the students administered the test (i.e.

1989 The Four Generations of Computerized

first year university students) positively accepted

Educational Measurement. In Linn, R. L. (Ed.),

the CBTs. The ease of reviewing the page on the

Educational Measurement. 3rd ed. New York:

screen and of using the electronic pen were

Macmillan. Pp. 367-407.

evaluated as being similar to that for the

Eignor, D., Tailor, C., Kirsch, I., & Jamieson, J.

conventional PPTs employing marking sheets

1998 Development of a Scale for Assessing the(Fujiyoshi, 2000; Fujiyoshi & Ishizuka, 1996). The

Level of Computer Familiarity of TOEFL

user interface of this CBT system can be used in

Examinees.

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Researchby means of any computer tutorials, though the

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Fujita, K. 1975 An Introduction to Educational

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Fujiyoshi, M. 1997 A New Method for Estimating

Kirsch, & Jamieson, 1998; Kirsch, Jamieson,

the Time to Be Extended for Testing Students

Tailor, & Eignor, 1998; Lee, 1986; Tailor,with Visual Disabilities from the Response Time

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Tailor, C., Jamieson, J., Eignor, D., Kirsch, I. 1998

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Relationship

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