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Educational and Psychological Measurement
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Experience With Computer Generation and Scoring of Tests for a Large Class

Phillip L. Emerson

Cleveland State University

In an introductory psychology class of size 200, a computer-based testing and scoring system was tried out. Individual test forms were generated by a random process from an item pool and were printed by computer; test-response data were scored by computer; and test-score records for each student were maintained by computer. Advantages included: (1) increased frequency of tests, (2) immediacy of feedback, (3) accessibility and currency of cumulative records, (4) decreased opportunities for cheating, (5) decrease in difliculties and extra work associated with retests and make-up examinations, (6) decreased need for typing and secretarial services, (7) shortened lead time between initial stages of test preparation and administration, and (8) autonomy of the process, as it required little high-level decision making once in progress. Cost analysis indicated that such a system would be feasible for adoption by an individual instructor, given the required facilities at the university computer installation.

Educational and Psychological Measurement, Vol. 34, No. 3, 703-709 (1974)
DOI: 10.1177/001316447403400325
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Home page
 Applied Psychological MeasurementHome page
F. M. Lord
Some Item Analysis and Test Theory for a System of Computer-Assisted Test Construction for Individualized Instruction
Applied Psychological Measurement, June 1, 1977; 1(3): 447 - 455.
[Abstract]