Instructor's opinion, student questionnaires, differences in mean test scores of computer and noncomputer classes, and differences in performance on written class tests between users and nonusers of computer tests were analyzed to investigate whether learning improved with computerized tests. Suggestions on how teachers might make use of…

Illustrates ways to link the motivating power and efficiency of the computer to the effectiveness and necessity of traditional teaching practice and criterion referenced testing in order to assess and teach spelling. (FL)

This paper addresses instrumentation design and an ongoing study of an online formative assessment instrument and its effects in pre-college (developmental/remedial) mathematics courses. The use of facet theory and instructional technologies are harmonized to construct and scale an online instrument designed to document student procedures while…

Because of the importance of beliefs, mathematics educators need to consider ways to assess beliefs and belief change. Beliefs, because they must be inferred, can be difficult to measure, particularly with a common metric that enables one to compare individuals. Some limitations of Likert scales are identified and overcome in a newly developed…

This report examines issues in the scale-up of assessment software from the Center for Research on Evaluation, Standards, and Student Testing (CRESST). "Scale-up" is used in a metaphorical sense, meaning adding new assessment tools to CRESST's assessment software. During the past several years, CRESST has been developing and evaluating a…

The purpose of this study was to determine if a relationship exists between scores and the times that medical students choose to take a computer-administered test. The results indicate that students who choose to take a test later within a given time period tend to perform less well than students who take the test earlier. Although the magnitude…

An essay test is now an integral part of the computer based Test of English as a Foreign Language (TOEFL-CBT). This paper provides a brief overview of the current TOEFL-CBT essay test, describes the operational procedures for essay scoring, including the Online Scoring Network (OSN) of the Educational Testing Service (ETS), and discusses major…

This paper provides a technology-based review of World Wide Web-based testing technologies. It suggests an evaluation framework that could be used by practitioners in Web-based education to understand and compare features available in various Web-based testing systems. In order to compare existing options, the life cycle of a question in Web-based…

Standard setting, when carefully done, can be an expensive and time-consuming process. The modified Angoff method and the benchmark method, as utilized in this study, employ representative panels of judges to provide recommended passing scores to standard setting decision-makers. It has been considered preferable to have the judges meet in a…

The history of computer assisted language instruction is briefly reviewed, highlighting several major projects. Computer functions compatible with language instruction include information storage and retrieval capacities, ability to analyze input, and interactiveness. Language skills that can be developed by computer include grammar, vocabulary,…

Describes the modification of an already existing computer-assisted testing system at the University of Mississippi School of Health Related Professions to include test questions of the matching variety. (JJD)

An interactive computer assisted testing program has been developed at California State University. Program options include test retrieval/printing, item bank editing, utilities, and test scoring. A bank of chemistry items (available from the University) is included in the program. (Author/JN)

The authors cite specific ways that the classroom computer can aid the teacher, by providing a wide variety of independent instruction for students and by cutting down the time required for recordkeeping, testing, and other administrative tasks. (Author/SJL)

A continuum of item-writing methods is proposed ranging from informal-subjective methods to algorithmic-objective methods. Examples of techniques include objective-based item writing, amplified objectives, item forms, facet design, domain-referenced concept testing, and computerized techniques. (Author/CP)

Examines the effectiveness of the computer component of a cost effective college course in economics. The main computer ingredients consisted of seven instructional lessons, three one-hour exams, a sophisticated record-keeping system, and note-writing capability. Tables are included. (Author/CHC)