Measuring Oral Reading Fluency (ORF) Computer-Based and Paper-Based: Examining the Mode Effect in Reading Accuracy and Reading Fluency

Abstract

Internationally, teachers use oral reading fluency (ORF) measurements to monitor learning progress in reading and adapt instruction to the individual needs of students. In ORF measures, the child reads aloud single syllables, words, or short passages, and the teacher rates in parallel at which items the child makes a mistake. Since administering paper-based ORF requires increased effort on the part of teachers, computer-based test administration is available. However, there are still concerns about the comparability of paper-based and computer-based test modes. In our study, we examine mode effects between paper-based and computer-based test scores for both reading speed and reading accuracy using a German-language ORF assessment for progress monitoring. 2nd- and 3rd-year-students (N = 359) with and without special education needs participated in the study. Results show comparable and high reliability (r > 0.76) and no differential item functioning for both test modes. Furthermore, students showed significantly higher reading speed on the paper-based test, while no differences were found in reading accuracy. In the absence of differential item functioning, we discuss how mean differences can be accounted for, how teachers can be trained to use the different test modes, and how computer-based tests can be safeguarded in practice.

Keywords

• computer-based assessment
• differential item functioning
• oral reading fluency
• mode effects
• paper-based assessment
• progress monitoring