Computer Assessment

Computer Assessment

The simplest form of computerized assessment consists of taking a paper-and-pencil instrument and presenting the items on that assessment on a computer. These tests are often referred to as page-turner tests because the technology of the computer is used to move test takers from one item to the next, like turning from page to page in a traditional paper-and-pencil assessment. However, more extensive utilization of computer technology can be integrated into an assessment system. For example, computers allow test developers to include multimedia elements such as audio and video files in their assessments. In addition, computer technology affords the opportunity for more interactive assessment than is possible in the paper-and-pencil format—for example, an assessment could include a computerized “in basket” that responds to an individual's actions or provides information when queried.

Web-Based Assessment

Web-based assessment takes the process of computerized assessment one step further by incorporating the Internet into the assessment process. The capabilities of the Internet allow for enhanced flexibility in the assessment process. The Internet enables assessments to be administered in a wide variety of locations and at different times without the need for specialized software. Web-based assessment permits test takers to complete assessment batteries in the comfort and privacy of their own home at a time that is most convenient for them without needing a proctor to administer the test. Internet technology also creates opportunities for unique assessments that are not possible using computers alone. For example, Web-based interviewing can use videoconferencing technology to conduct interviews that fall somewhere between face-to-face and telephone interviews in terms of interactivity.

Computer Adaptive Testing

Computer adaptive testing presents a markedly different application of computer technology in assessment. [Page 90]Conventional tests typically consist of a set number of items that all test takers are exposed to. Because most tests contain a mixture of easy, moderately difficult, and difficult items, some test takers are exposed to items that are inappropriate for their ability. For example, high-ability test takers are required to answer some very easy items, and low-ability examinees are forced to wrestle with some extremely difficult items. Because high performers tend to get all of the easy items correct, these items do not help to differentiate among high-ability examinees. The same is true for low-ability examinees, who have little chance of success on difficult items. Because these inappropriate items do not differentiate among test takers of similar ability, a more efficient solution would be to ask test takers to respond only to items that are appropriate for their ability level. This is where CAT comes into play.

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