As a psychologist who has been involved in the development
of computerised educational assessments for many years, I am an advocate of
using this test format... but what are the advantages (and disadvantages) of
computerised assessment in screening for special educational needs?
There are several advantages to computerised educational
tests. They are labour-saving in terms of test administration and scoring, and
can be used by less highly trained personnel. The delivery of test items is
more standardised and controlled (i.e. precise timing and delivery of
instructions) than with human delivery and the use of a computerised test
eliminates scoring errors, both of which make the test more reliable. Computerised
tests are more interactive and children generally prefer them, especially
pupils with SEN. Furthermore, they allow for a range of input and output
devices (touch screens, Braille keyboards, joystick, mouse, speech recognition
etc), making them more accessible to disabled pupils. Computers can effectively
record additional data, such as response times and pattern of responses. Also,
the provision of feedback is immediate and, for some tests, includes automated
reports for parents which can be edited if required. It is also much easier and
efficient to store computerised test records than paper-based ones. Probably
the major advantage of computerised tests is that they allow for adaptive
testing, where the level is adapted to suit the ability of the pupil being
tested. This makes the test more efficient as pupils are not spending time on
items that are too easy or too difficult for them. Finally, computerised tests
MAY be less affected by sex differences. In my own research, I have found that sex
differences evident on conventional literacy tests, with girls outperforming
boys, were not apparent on equivalent computerised tests. The reason for this
is unclear – it could be that the computerised tests are more objective and
less susceptible to gender bias; however it may be due to the interaction with
the computer enhancing the motivation of boys more than girls.
LASS 8-11 Report
Many of the criticisms of computerised assessment apply
equally, or more so, to conventional assessment (e.g. security issues in
storing test data, cost, potential misuse of tests or results etc.) or are no
longer relevant criticisms (e.g. pupils not being used to using computers, lack
of equivalence with paper versions of the tests etc.). However, one disadvantage of computerised
tests is that they may not pick up on certain aspects of the testing process,
such as any disruptions to the test session or whether the child is anxious,
distracted or rushing. Certainly some of these issues may be clear from the test
results; for example a child who is rushing through a test will have fast
completion rate (although not all tests provide this information) but a low
score. It is, therefore, important that a tester oversees the testing process.
The advantages of computerised testing appear to outweigh
the disadvantages. Computerised testing, using networked computer suites,
allows for the efficient screening of all pupils in a year group. The outcome
of this is that children with difficulties are less likely to slip through the
net and SEN is identified at a younger age. Early identification allows for
early intervention and reduces the frustration experienced by a child with
unidentified learning needs.
Finally, whichever test format you choose, source tests with
good evidence of their technical qualities (e.g. representative, adequately
sized, appropriate UK norm groups; sufficient internal consistency; good test-retest
reliability; high construct validity etc) - but that may be for a future blog...
Further reading
Horne, J. (2007). Gender differences in computerised and
conventional educational tests. Journal
of Computer Assisted Learning, 23, 47-55.
Singleton, C., Horne, J. & Simmons, F. (2009).
Computerised screening for dyslexia in adults. Journal of Research in Reading, 32, 137-152.
Singleton, C., Thomas, K. & Horne, J. (2000).
Computer-based cognitive assessment and the development of reading. Journal of Research in Reading, 23,
158-180.
Academic Bio
Dr Jo Horne is a lecturer in psychology at the University of
Hull. She has been involved in the development of eight computerised assessment
systems, which are now being used in schools, colleges and universities around
the UK and internationally. Jo is also an editor of the British Psychological
Society’s Psychological Testing Centre Test Reviews.
