CPS was measured equivalently in the sample of Jordan and Hungary university students. The development of CPS skills was not universal in the two samples. Students in the two samples showed different test-taking behaviors. Different types of exploration profiles were identified in the two samples. Process indicators in the two samples were non-invariant across the different latent profiles.

This paper presents developmental trends in technology-based assessment in an educational context and highlights how technology-based assessment has reshaped the purpose of educational assessment and the way we think about it. Developments in technology-based assessment stretch back three decades. Around the turn of the millennium, studies centred on computer-based and paper-and-pencil test comparability to ascertain the effect of delivery medium on students' test achievement. A systematic review of media studies was conducted to detect these effects; the results were varied. Recent work has focused on logfile analysis, educational data mining and learning analytics. Developments in IT have made it possible to design different assessments, thus boosting the number of ways students can demonstrate their skills and abilities. Parallel to these advances, the focus of technology-based assessment has shifted from an individual and summative approach to one which is cooperative, diagnostic and more learning-centred to implement efficient testing for personalised learning.

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This study will examine the primary characteristics of traditional assessment while outlining the benefits, limitations, and possibilities of computer-based assessment (CBA) concerning education. It will also assess the emerging technology regarding item writing in terms of achievement tests, along with the diverse approaches for item development. Further, numerous studies have focused on CBA’s benefits for the classic methods of assessment. As noted by Molnár and Csapó (2018), information and communication technologies, computers in particular, significantly affect the development of educational examination from the quantitative as well as qualitative perspectives (Molnár & Csapó, 2018). Although CBA offers efficient examinations compared to traditional methods such as PP or face-to-face assessment, numerous CBA stages can be detected in PP’s transition to third-generation CBA concerning the educational context. While the first generation CBA made less use of technology with its items, primarily multiple-choice, as well as tests being fixed and similar to PP tests and items, the second generation CBA tasks involved multimedia elements that made adaptive testing feasible, Moreover, the third generation CBA tasks ensured that complicated constructs could also be assessed such as the 21st-century skills through simulation, interaction, dynamically changing items, as well as cooperation (see Csapó & Molnár, 2017). Apart from the item and test development options, technology opens a new arena through storing and assessing contextual data, known as educational data mining, learning analytics, or logfile analyses, which indicates a diverse analytical form. Considering the numerous advantages, the crucial assessments in the coming future may be implemented through a technological environment.