Formative Automated Computer Testing (FACT)

This study describes the context for the development of a tool to formatively assess information technology skills of students. The tool provides a reliable and valid assessment of word processing competency, utilizing automation to apply the test instrument via the Microsoft Office package. Tests can be designed directly by tutors, and delivered via a network. Evaluation of the tests suggests that immediate automated testing is preferred by students compared to a traditional written test. There is evidence that the tool improves the IT skills of its users, whereas a traditional written test has no such beneficial effect. Introduction and background In the United Kingdom, the Report of the National Committee of Inquiry into Higher Education in 1997 recognised the need for Higher Education institutions to provide a programme for all students which included information technology (IT) as one of a set of key skills. The Quality Assurance Agency was established as one mechanism for guiding institutions towards acceptable specifications of knowledge, understanding and skills for different programmes. The importance of information technology is demonstrated by its inclusion within the “transferable skills” component of subject benchmark statements published by the QAA. The set of information technology skills required tends to evolve in response to computing hardware and software developments, the changing set of skills brought by new entrants from school experience, and the expectations of tutors and professional bodies (Martin, 1997). Additionally, distinct disciplines have subject-specific requirements of IT. Nevertheless, the core components of most programmes include skills in word processing, email, information retrieval from databases and the Internet, and competence in the basic use of a personal computer. These skills are taught either by means of discrete IT classes or by embedding the teaching of IT skills at relevant points within subject-specific classes. The efficacy of the different approaches has been a popular topic for researchers (for example, see Martin, 1997). Less well researched is the most appropriate and effective method of assessing such skills. 03_Hunt 15/10/02 1:50 pm Page 525