A literature review was conducted to determine the current state of knowledge concerning the effects of computer administration of standardized educational and psychological tests on the psychometric properties of these instruments. Students were grouped according to a number of factors relevant to the administration of tests by computer. Based on the studies reviewed, it seems that: (1) the rate at which examinees omit items in an automated test may differ from the rate at which they omit items in a conventional presentation; (2) scores on automated personality inventories are lower than scores obtained using the conventional testing format; (3) scores from automated versions of speed tests are not likely to be comparable with scores on paper-and-pencil versions; (4) presentation of graphics in an automated test may affect score equivalence; (5) tests containing items based on reading passages can become more difficult when presented via computer; and (6) the possibility of asymmetric practice effects may make it wise to avoid equating studies based on single-group counterbalanced designs. Ten data tables are provided. (TJH)