This work starts with a brief overview of education in developing countries, to contextualise the use of the guidelines. Although this document is intended to be a practical tool, it is necessary to include some theoretical analysis of the concept of online assessment. This is given in Sections 3 and 4, together with the identification and…

Suggestions for software design in computer managed testing (CMT) cover instructions to testees, their physical format, provision of practice items, and time limit information; test item presentation, physical format, discussion of task demands, review capabilities, and rate of presentation; pedagogically helpful utilities; typefonts; vocabulary;…

Ten different methods of using computer administered tests in college level biology are described: evaluation (or posttest), student self-evaluation, student self-remediation, class remediation, individual student remediation, pretesting, identification of problem areas, immediate feedback, group testing, and remote site testing. (Author/MBR)

Offers guidelines for designing computer-based testing which demands high-level cognitive functioning of students using computer-assisted instruction as a learning mode. Examples of conceptual, principle, and procedural learning evaluation approaches, strengths and weaknesses within the formats described, and suggestions for improving the…

Testing 1-2-3 is a general purpose testing system developed at the Computer-Based Education Research Laboratory at the University of Illinois for use on NovaNET computer-based education systems. The testing system can be used for: short, teacher-made quizzes, individualized examinations, computer managed instruction curriculum testing,…

This paper focuses on item design considerations faced by instructional designers and evaluators when using computer videodisc delivery systems as a means of assessing learner comprehension and competencies. Media characteristics of various interactive computer/videodisc training systems are briefly discussed as well as reasons for using such…

Reviews seven commercially produced test generator programs appropriate for use by classroom teachers or individual instructors and identifies item construction and test formatting features that facilitate test design and delivery. Test generator programs and their manufacturers are listed. (MBR)

Examines the ways in which computers can assist teachers in developing good tests. Describes the program TESTWORKS in detail and provides charts comparing this program with 11 others in the areas of price, type of questions generated, computer functions, and the usefulness of each. Discusses the use of word processors and databases. (KO)

This paper reviews 18 microcomputer software item banks on an individual basis. Software Programs reviewed are AIMS (Academic Instructional Measurement System); CREATE-A-TEST; Exam Builder; Exams and Examiner; MicroCAT; Multiple Choice Files; P.D.Q. Builder; Quiz Rite; Teacher Create Series (5 programs); TAP (Testing Authoring Program); TestBank…

Reports on a study designed to determine whether or not biology students were being disadvantaged by taking computer tests instead of written paper forms of the same tests. Results indicated that mean scores on computer-administered and written forms of the same test were approximately equivalent. (TW)

This book offers specific how-to advice to college faculty on every stage of the testing process, including planning the test and classifying objectives to be measured, ensuring the validity and reliability of the test, and grading in such a way as to arrive at fair grades based on relevant data. The book examines the strengths and weaknesses of…

Contains an annotated bibliography of articles which deal with computer-assisted testing. Includes the author's name, the periodical in which the article appeared, and a short description of the article. (TW)

This handbook is intended for persons who might develop or use an item bank to support their testing program. An item bank is defined as a "large collection of distinguishable test items," with "large" explained as meaning that the number of items available is greater than the number to be used in any one test. The first section of the handbook…