The article is dedicated to the problem of influence of test administration mode on the results of assessment
in psychodiagnostics. Sometimes it is difficult to develop identical procedures of paper-and-pencil and
computer-based test performance, especially for cognitive abilities assessment. Assessment results can be
sensitive to the psychodiagnostic situation and procedure. Nevertheless, under the influence of Information
and Communication Technologies (ICT) development in psychodiagnostics and education, the creation of
computer-based tests is becoming more popular. On the example of computer-based test on concentration
attention, the importance of taking into account the specifics of computer-based psychodiagnostic situation
in education is discussed. For tasks with a time limit, it was demonstrated that look and feel of the
«computer» test can be a factor deflecting subjects’ attention away from the task, and the time they spend
on the program interface exploring should not be considered in results analysis. The necessity to observe
subjects’ behaviour in tasks performance in equivalence studies of paper-and-pencil and computer-based
test forms is emphasized. Moreover, the results are demonstrated the need of creation of the normative
database scores for «computer» test form.