The mode of assessment used to gauge a student's knowledge can influence test scores. With technology at the forefront of modern education, many institutions are shifting from traditional paper-based assessment to a computer-based mode. To consider computer-based assessment valid and reliable, the test scores achieved must be equivalent to those of its paper-based counterpart. The purpose of this study was to compare the two assessment modes to verify if the scores achieved were comparable. This quantitative study used an inferential research design with data collected on assessment results from both paper-based and computer-based modes. Data were collected from assessment records of 361 predoctoral dental students within five cohorts. Each cohort completed assessments in eight courses during the sophomore year fall semester. A one-way ANOVA was used to compare cumulative exam means between cohorts. Study findings showed that students who completed assessments using a computer-based mode earned comparable results to those students who completed their examinations via paper-based assessment. Study findings contribute to an increase in understanding that computer-based assessment scores are comparable to their paper-based predecessor, thus ensuring that computer-based assessment is meeting the requirements of validity and reliability. Recommendations for future studies include research focused on differences in assessment scores based on students' age, gender, and prior experience with computer-based assessment, as well as research exploring assessment mode usability among students with disabilities. It is also recommended that future research focus on comparing differences in assessment mode scores within other curricula.
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