This document discusses computer-based assessment (CBA), also known as computer-based testing. CBA involves administering tests electronically, where responses are recorded and assessed using computers. The document outlines the benefits of CBA, such as flexible administration, enhanced security, and immediate scoring. It also describes different types of tests, including objective and subjective tests, and provides guidelines for developing valid and reliable CBA tests. Key aspects addressed include defining learning objectives, structuring test questions, designing an assessment, and evaluating the validity of the final computerized test.

1. COMPUTER-BASED
ASSESSMENT
1
GEORGIY G. GERKUSHENKO
P H D , A S S O C I AT E P R O F E S S O R
RUSSIAN FEDERATION, VOLGOGRAD STATE TECHNICAL
UNIVERSITY,
DEPARTMENT OF "COMPUTER -AIDED DESIGN AND SEARCH
ENGINE DESIGN"
20.05.2011
CHINA, CHANGCHUN, NENU

2. CONTENT
2
 Defining of computer testing and its types
 Requirements to tests
 Algorithm of tests creation
 United state exam in Russia

3. DEFINITION
3
 A Computer-Based Assessment (CBA), also known
as Computer-Based Testing (CBT), e-assessment,
computerized testing and computer-administered
testing, is a method of administering tests in which the
responses are electronically recorded, assessed, or both.
As the name implies, Computer-Based Assessment
makes use of a computer or an equivalent electronic
device such as a cell phone or PDA. CBA systems enable
educators and trainers to author, schedule, deliver, and
report on surveys, quizzes, tests and exams. Computer-
Based Assessment may be a stand-alone system or a part
of a virtual learning environment, possibly accessed via
the World Wide Web.

4. Benefits of Computer-Based Testing
4
• Flexible Test Administration & Test
Development
• Enhanced Test Security
• Data-Rich Test Results
• Advanced Item Types
• Consistent & Reliable Scoring
• Immediate Score Reporting
• Enhanced Logistics

5. Classification
tests
5
structure Way of giving Way of Form of Content and goals
exercises involvement implementing
homogeneous
Combined Individual Writing Personal
heterogeneous
Increasing Group Machine Social
complexity
Interactive Progress
Adaptive
Special tests Progress Tests of overall
progress
Sport Functional Professional Development Intellect
achievements possibilities suitability

6. Classification
6
more…

7. Classification
7
Adobe Captivate 5
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8. Classification
8
Type of evaluation:
 Objective type tests (on the base of comparing
answers with an etalon)
 Recognition level
 Reproduction level
 Heuristic (creative) level
 Subjective type tests (free form of answering –
problem solving, practice e tc.)

9. Classification
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 Input
 Preliminary
 Current
 Topical
 Transitional
 Final

10. CRITICAL PROPERTIES
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 VALIDITY– equivalence of test exercises to
learning content and test results.
RELIABILITY.
Test is reliable if we can see the same results for
each person after second time of the same testing

11. Rules for test developing
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 Reasonable choice of scale for evaluation test results
 The quantity of exercises should be 30–40 for
science subjects and twice more for humanitarian
ones
 The quantity of exercises in a data base should be 10
times more then in one test (so 300-400 exercises).

12. Rules for tests giving
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 Student should be informed about the quantity of
exercises and time limit
 Student should have opportunity to do
demonstrative test at least one time before starting
the attestation test. It is important for introduction
the interface of testing program and ways of
answering.

13. Rules for tests giving
13
 During testing there should be only one exercise on
the screen
 The way of answering should be simple and
comfortable

14. Students opportunities during testing:
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 To submit each answer;
 To correct answers before submission the answer;
 To skip exercises more then one time;

15. Students opportunities during testing:
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 To click the instruction for answering anytime;
 To see the result immediately after finishing test.

16. Rules for test designing
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 The main part of exercise is one sentence no
more then 7-8 words
 All the answers for one question should be
approximately the same size
 All the distractors should be the same for
student who does not know the correct answer
 There should not exist partly correct distractors
which can become the correct answer in some
conditions

17. Requirements to test exercises
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1111
 The content of exercise should not contain
repetitions or double negation
 Each test exercise should be related with concrete
fact, principle or skill
 Test exercise should not contain subjective opinion
of creator

18. Requirements to test exercises
18
 There should not be unintentional hints or slang
words
 The time of showing exercise on the screen is 1,5
- 2 minutes.
 In each open exercise the quantity of distractors
should be 4 or 6, but in exercises for
correspondence they should be twice more

19. Requirements to test exercises
19
 Test exercise should be a narration (questions why,
how, which etc. are not used).
 Do not use words like “sometimes”, “often”,
“always”, “big”, “small”, “many” etc.

20. Requirements to test exercises
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 The key word or definition should be in the first
part of an exercise
 It is better to make long exercise and short
distractors than contrary

21. Stages of tests creation
CHOOSING THE RESULT
STRUCTURING THE LEARNING CONTENT
SPECIALISING TEST EXCERSISES
DESIGNING A TEST
21

22. Stages of tests creation
(CONTINUED)
EVALUATING A TEST VALIDITY
EXPERTISING EXERSISES AND TEST
CORRECTION A TEST
ORGANISING A BASE OF TEST EXERSISES
CORRECTION OF EXERSISES
22

23. Stages of tests creation
(END)
PRELIMINARY SCALING
ORGANISING EXPERIMENTAL TESTING
CORRECTION OF A TEST DATAS AND SCALE OF EVALUATION
SERTIFICATION
23

24. 24
United state exam
(Russia)

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mail@gerkushenko.ru