JULIUS NYERERE SCHOOL OF SOCIAL SCIENCES
NAME CECILIA NYEVERAI MAPAKO
SUBJECT PSYCHOMETRICS HRMH225
REG NUMBER M230973
PROGRAMME HUMAN RESOURCES MANAGEMENT
LECTURER DR NKOMA
QUESTION : Computer- based assessments are more user friendly
than the traditional paper-based assessments. Discuss
LECTURER’S
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This write up will delve into the computer based assessments which are more user friendly
than the traditional paper based assessments due to their flexibility, immediate feedback,
adaptive testing capabilities, enhanced accessibility features, reduce administrative burden, its
security features, reduced environmental impact, efficient grading and analysis, multimedia
integration and reduced test anxiety.
Cheng L. (2014) defined computer based assessment as the use of digital technologies to
administer and deliver assessment, test or evaluations, this includes an assessment that is
delivered completed and or scored using a computer, laptop or other electronic devices
whereas traditional paper –based assessment refers to test or evaluations that are administered
and delivered using physical paper materials.
Pearson (2016) factored in that computer based assessment are used in a wide range of
contexts include education, professional, certification, employment testing and psychological
evaluation. The adoption of computer based assessment has been driven by advancements in
technology and need for more efficient and personalized assessment methods and increasing
digitalization of various industries and educational systems.
When comparing computer based assessment to traditional paper-based assessments, there
are several factors to consider, computer based assessment offer greater flexibility and
convenience compared to traditional paper based assessment, with computer based
assessment students can take the test at any time and from any location with internet access.
This eliminates the need for physical centres and allows for remote testing, which can be
particularly beneficial for individuals with mobility issues or those in remote areas.
Educational testing service, (2016) highlighted that computer based assessment often
incorporate robust security measures to protect the integrity of the test. Features like
randomized question orders, time limits and secure browsers help prevent cheating and
ensure that each student receives.
Pearson, (2016) assets that by streamline the grading process with automated scoring
algorithms the assessment can be graded quickly and accurately. This eliminates the need for
manual grading, reducing chances of human error and ensuring consistency in scoring,
furthermore, computer based assessment generate detailed analytics and reports, enabling
educators to analyse student’s performances at a granular level and identify areas for
improvement.
The International Association for Computer based Assessment, highlighted that there is
immediate feedback to students when using computer based assessment, this means that as
soon as they complete the test they can see their scores and receive detailed feedback on their
performance. This instant feedback allows students to identify their strength and weaknesses,
enabling them to focus their effort on areas that need improvement.
Furthermore, the Educational testing service (2016) factored in that computer based
assessment can reduce the administrative burden associated with traditional paper based
assessment. The process of distributing, collecting and grading paper-based can be time
consuming and prone to errors. Computer based assessment automate these tasks, saving
time for educators and allowing them to focus on analysing the results and providing targeted
instructions.
Computer based assessment are user friendly because they reduce environmental impact by
eliminating the need for paper printing and transportation, computer based assessment help
reduce the environmental impact associated with traditional paper based assessments OECD.
(2015). This global push for eco-friendly practices and promote a greener approach to
education.
Pearson. (2016) highlighted that computer based assessment allow for the integration of
multimedia elements such as videos, audios, clips, images and interactive simulations. These
multimedia elements can enhance the learning experience and make the assessment more
engaging and interactive for subjects that require visual or auditory components and it
provides a more comprehensive and immersive testing experience.
The U.S. Department of Education’s office of Educational Technology noted that computer
based assessment reduces the administrative burden associated with traditional paper based
assessment, the process of distributing, collecting and grading paper- based tests can be time-
consuming and prone to errors. Computer–based assessments are preferred, factors such as
test, content, security concerns and access to technology can influence the choice between the
two formats.
Caspo,B, Molnar,G, and Nagy, J (2014) posits that computer based assessment can help
alleviate test anxiety for some students. The digital format provides a more familiar and
comfortable environment for many, especially those who are more accustomed to using
technology in their daily lives, additionally, the ability to review and change answers easily
can reduce the pressure and stress associated with time constraints in paper-based test.
In conclusion it is important to note that transitioning from traditional paper-based
assessments to computer based assessment may require adequate infrastructure, technology
access, and training for both educators and students, however, with increasing availability
and affordability of technology, many educational institutions are embracing computer based
assessments as a more user friendly and efficient approach.
Cheng, L. (2014). Consequences, impact, and washback of computer-based testing.
Educational Measurement: Issues and Practice, 33(3), 50-58.
Csapó, B., Molnár, G., & Nagy, J. (2014). Computer-based assessment of learning and
cognitive skills. International Journal of Psychological Studies, 6(2), 41-53.
Educational Testing Service. (2016). The Transition to Common Core-Aligned Assessments.
Princeton, NJ: ETS.
OECD. (2015). Students, Computers and Learning: Making the Connection. Paris: OECD
Publishing.
Pearson. (2016). The Shift to Computer-Based Testing: Benefits, Considerations, and
Challenges. New York, NY: Pearson.
Russell, M., & Haney, W. (1997). Testing writing on computers: An experiment comparing
student performance on tests conducted via computer and via paper-and-pencil. Education
Policy Analysis Archives, 5(3).
The Consortium for School Networking (CoSN): https://www.cosn.org/focus-areas/digital-
learning-environments
The International Association for Computer-Based Assessment (IACBA):
https://iacbaweb.org/
The U.S. Department of Education's Office of Educational Technology:
https://tech.ed.gov/assessments/
