This presentation was a basic introduction on how to get started with computer-based testing.

To start, the main goal of computerized testing was presented, the goal of computer-based testing (CBT) ought to be the use of new and innovative items to successfully measure the proper construct of learning. Most of CBT activity in medical education centers around delivering converted paper-pencil multiple choice exams. If CBT is being used to just deliver such exam types, one ought to also consider other alternative testing formats.  Such formats include patient simulations, script concordance, free text input questions, Computer Adaptive Tests (CAT), and open-ended, short answer, super list questions. With all the available computing power, exam technology ought be more creative and more powerful than just delivering converted paper-pencil exams.  If there is such a thing as a testing hierarchy, the following might be a start for one.  Starting from the bottom and climbing to the top, the value and computing power of CBT rises.

1.      Computer-Adaptive Testing (CAT) (Adaptive  Response)

2.      Simulations (Constructed Response)

3.      Free-Text Input questions (NLP) (Constructed Response)

4.      Open-ended, short-answer, Super-List questions (Constructed Response)

5.      CBT “page-turners” (MC,TF, selected response exams)

There is a lot of growth in the area of constructed response testing systems.  These types of systems offer benefits such as non-cueing question types that reduce guessing.  CAT testing systems adapt to the users skill level in order to present questions at appropriate difficulty levels.

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