COVID-19 and Computer Assisted Testing: Merits and Challenges

Abstract

The coronavirus outbreak has underlined the importance of computerized teaching and learning. Likewise, the use of internetbased and computer-based assessment has been further highlighted in the wake of the pandemic. Computer Assisted Testing (CAT) came out as a viable byproduct of technological uses in education. However, given the security and accuracy concerns and the general tendency towards paper-based testing, CAT has not received serious attention and is normally considered for limited uses and contexts. The situation has turned around since the outset of the pandemic, and CAT is now being extensively used as a viable assessment method in educational settings throughout the world. This widespread use necessitates familiarity with CAT and its specific test construction and administration procedures. Educators at different universities and institutions need to assess students’ knowledge and skills at the end of an academic period. Changes in assessment procedures and environments are also accompanied by changes in test construction, administration, and scoring. These indications show that CAT cannot be simply defined as taking paper-based tests through computers; rather, it has its own special design, construction process, piloting and refining, administration, scoring, results interpretation, and reporting modes.