Computer-based assessment in education

Abstract

AbstractPrevious studies have indicated that computerised assessment enables psychologists and teachers to carry out assessment of cognitive abilities and basic skills speedily and easily, and pupils generally have positive attitudes towards this type of assessment. To examine this view, 90 children aged 6–7 years were administered computer-delivered assessments of verbal ability (verbal concepts) and non-verbal ability (mental rotation), and the scores were compared with measures of verbal and non-verbal ability derived from conventional assessment using the British Abilities Scales (second edition). The results revealed an expected pattern of intercor-relations indicating that the different assessment formats did not significantly affect the ability being assessed. Contrary to some suggestions that computer assessment may favour boys, no gender differences were found in either the conventional or computer assessment formats. Most of the children expressed a preference for the computer format. These findings are evaluated in relation to the various advantages and disadvantages of computer-based assessment in education, and in particular the dangers that because an assessment is computerised, users may overrate its psychometric integrity and hence its value.