As digital devices become more common in education, large-scale international assessments are transitioning from traditional paper formats to computer-based ones, with typing emerging as the primary input method for learners to represent their responses. This shift raises two critical questions that merit further examination for the Chinese writing system, which requires special keyboard layout and special input methods. 1. How does Chinese input compare to other languages in terms of its impact on students’ reading literacy performance? 2. Do different question types (such as multiple-choice versus open-ended questions) create significant variations in students’ Chinese reading literacy performance?

This presentation will first examine the differences in reading literacy performance among primary school students exposed to Chinese input versus those exposed to other languages. Following that, we will also compare the performance of students when responding to multiple-choice and open-ended questions.

The goal of this presentation is to inform about the navigation the evolving landscape of international assessment formats and maintain the validity of students’ reading literacy assessment using Chinese input methods. We aim to offer suggestions for educators to enhance student success during digital learning environments.