Abstract
<p>Numerous researchers have noticed the need for better measurement of students’ stated learning outcomes (Conole &amp; Warburton, 2005). One of the reasons is the increasing number of university students, which has led to the necessity of finding an efficient form of assessment. One of the ways of testing, which is rapidly gaining popularity among academic staff, is computer-assisted assessment (CAA). The aim of the following paper is to briefly discuss the notion of CAA and the observed positive impacts it has exerted on the testing process at the Institute of English Studies at the University of Lodz, Poland, and to consider several pedagogical implications related to the use of this type of assessment within the institution. The findings were observed by the author of the paper and are not based on empirical data.</p>
Highlights
Within the past few decades one can notice a considerable upsurge in the use of technology in higher education
The following paper aims at discussing the concept of computer-assisted assessment (CAA) and presenting the advantages resulting from the introduction of computerised testing at the Institute of English Studies at the University of Lodz, Poland
The aim of this article has been to elaborate on the observed advantages and disadvantages pertaining to the application of computerised testing at the Institute of English Studies at the University of Lodz, Poland
Summary
Within the past few decades one can notice a considerable upsurge in the use of technology in higher education. The following paper aims at discussing the concept of CAA and presenting the advantages resulting from the introduction of computerised testing at the Institute of English Studies at the University of Lodz, Poland. 3. Computer Assisted Testing Systems (CATS) Every semester, at the end of their Integrated Skills class (a class in Practical English), undergraduate English philology students at the Institute of English Studies sit a computerised exam.
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