The Developmental Tendency in Computer-based Assessment

Abstract

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.