Assessment of Academic Skius of Learning Disabled Students with Classroom Microcomputers

Computer assisted tests have been recommended a..., a method to make individualized learning systems more manageable, accurate, and efficient. However, until recently the use of computer-assisted testing has been restricted to settings where sophisticated computing technology and assistance were available. Recent advances in computer technology have made computer-assisted testing possible on microcomputers within typical classroom settings. In the present uwestigation,a criterion-referenced capitalization test was administered to learning disabled elementary school students in microcomputer and paper-and-pencil versions. Results indicated that similar instructional interventions were generated by both versions of the test, but effiCiency and student attitudes favored the computerized test. In addition, students completed the computerized version of the test much quicker than the conventional version, and answers were automatically scored by the computer, subsequently reducing test-scoring time and eliminating the possibility of hand-scoring errors. It was concluded that microcomputer-assisted testing. utilizing a tailored testing or adaptive testing model, holds considerable promise in the as."'iessment of educational ski.1Is and the design of instructional programs. Although generally not a preferred role, school psychologists devote a major portion of their time to student evaluations (Carroll, Bretzing, & Harris, 1981; Lacayo, Morris, & Sherwood, 1981). Many of those evaluations involve assessment of academic skills (Shapiro & Lentz, 1985), Academic assessment for instructional intervention and program planning rather than placement has recently received the greater emphasis (Bardon, 1983; Ysseldyke & Mirkin, 1982). As noted by Bejar (1984), nonn referenced tests are of little help in designing instruction and, as a consequence, criterion-referenced academic testing has been recommended for the design of individualized instruction systems (Emrick, 1971; Hambleton, 1982, Hambleton, Swaminathan, Algina, & Coulson, 1978; Popham & Husek, 1969). Conventional criterion-referenced tests are well suited for diagnostic academic assessment, but measurement and administration problems remain. One major problem inherent in the paper-andpencil format is that aU students, regardless of individual differences, must answer the same test items, which often results in examinees receiving numerous items that may be either too easy or too hard. Additional problems include time limit pressures, test security, scoring difficulty, and violations of standardization procedures (McKinley&Reckase, 1980). The use of computer-assisted tests has been suggested as one means of ameliorating RequesL' for reprints should be addressed to Joseph C. Kush, Department of Special Services, Deer Valley Unified School District, 20402 N. 15th Ave., Phoenix, AZ 85027. The microcomputer software used in the present research was written, copyrighted, and published by the first author. To facilitate research in this field , the author will accept research proposals involving free use of t his software. Such proposals should be addressed to the author at P.O. Box 1870, Phoenix, AZ 85001.