Implementing computer-based assessments in higher educational institutions: students' perceptions

Abstract

Assessment refers to the measurement of the knowledge, capability, skill and understanding of a student. Over the years, assessments have been undertaken by students with paper, pen and pencil (paper-based assessment or PBA). However, the dynamic nature of technology has changed the way assessments are being implemented in higher educational institutions. Assessments are now implemented using computers (computer-based assessment or CBA). Higher educational institutions now implement CBA instead of PBA, and this implementation has stirred diverse reactions among researchers. It has been noted that, when an identical assessment is implemented as CBA and PBA, students get different assessment results. The literature shows that these differences arise from students' different perceptions of CBA. Therefore, this study aimed at investigating students' perceptions of CBA and how it affects their assessment performances and results. The study adopted a descriptive design and a quantitative methodology. Data was collected from 350 students using questionnaires and analysed using the Statistical Package for the Social Sciences (SPSS). Results showed that students prefer CBA to PBA, find it easy to take CBA and intend to frequently take CBA in the future. Furthermore, students indicated that the implementation of CBA improves their assessment performances.