Impact of computer familiarity, gender, and age on test scores

The use of computerized language tests is increasingly predominant. However, the changing mode of delivery of the tests brings certain risks. The primary risk is that the level of computer familiarity may have an impact on the computerized language test scores, introducing construct-irrelevant variance to the measurement of test takers language abilities. Thus, I first investigated Korean university students computer familiarity, to see if there were any significant differences in computer familiarity between gender and age groups, and whether there was a relationship between computer familiarity and test performance. I then examined the impact of gender and age differences on test scores since they are also potential intervening factors affecting test scores. The data collected for this study consisted of the computer-recorded performances of 37 Korean university students who undertook a computerized oral test. I also used the responses from the computer familiarity questionnaire filled out by the 37 participants. The scores awarded by two raters were examined in relation to computer familiarity, gender and age using multi-faceted Rasch (bias) analyses. The findings indicated that computer familiarity, gender, and age of test takers did not have any significant impact on test scores on the computerized oral test. In other words, they were not important sources of construct-irrelevant variances on the computerized oral test.