|
| Computerized |  Advances in computer technology have also brought about some improvements in objective testing as well as giving the potential for other innovations in alternative evaluations. With the widespread accessibility of high-speed computer technology, objective testing has been made better-organized throughout numerous dissimilar designs.
One easy design is computer-assisted testing. With this design, a conservative objective test is administered on screen more willingly than through paper and pencil. The benefit of this design is the effectiveness in scoring and report generation.
A slightly more complicated design is the generation of objective testing throughout item banking. In this approach, the computer is used as a repository of many objective test items with known statistical properties. Tests can then be produced through a computerized collection of items that will meet definite content and statistical property specifications. The benefit of item banking is the capability of generating tests that are modified to the need of every instructor. Moreover, it is probable to expand algorithms such that examinees will react to similar but not identical tests. This maximizes test security and scheduling flexibility.
A third design is computerized adaptive testing, which is also known as modified testing. All the way through this design, following every response to every computer-administered item, a program estimates the examinee's aptitude based on the examinees responses to all previous items. The program then chooses for the next item one with the difficulty which best matches the examinee's estimated capability.
The process is then repeated iteratively until some criterion, such as a predetermined level of score precision, is met. This is the best-organized of all objective testing approaches and in general requires just about one-fifth the amount of items otherwise needed in conventional paper-and-pencil objective tests to get a given level of score precision.
In conclusion, computers have also been used to approximate authentic performance evaluation. This is characteristically accomplished by employing multimedia technology to reproduce authentic problem contexts. The examinees are then to either take the proper actions to respond to the problem or to choose the appropriate response from many obtainable choices.
|
|
