Rebooting assessment. Exploring the challenges and benefits of shifting from pen-and-paper to computer in summative assessment

A systematic review of 34 articles published within the last 20 years, that explored the implications of increased use of computer-based summative assessments revealed six key themes. Specifically: shifts in assessment design; impact on teachers; variation in computer familiarity; student experience; logistics and infrastructure; and hardware and software issues. Findings relating to comparability of results between the assessment modes are also discussed. This review evaluates the computer-based assessment (CBA) literature to identify the advantages and challenges for introducing CBA within educational institutions. The findings of this review will be of particular interest to those affected by a steady trend towards the introduction of CBA affecting both teachers and students. The review also provides a coherent summary of the existing literature in this rapidly changing field for researchers.

Automated summary

This systematic review evaluates the implications of increased use of computer-based summative assessments and identifies six key themes. It highlights the importance of this review for teachers and students affected by computer-based assessments, and provides a summary of the existing literature in this rapidly changing field for researchers.