Psycho-Pedagogical Specifics of Computerized Assessment

Computerized assessment is a computer-assisted method of measuring, assessing and controlling school performance. In this article we analyze the psycho-pedagogical specifics of computerized assessment on the basis of a questionnaire completed by 120 respondents, categorized by age and level of schooling. The results obtained, regarding teachers’ perception of the concept, purpose, object and difficulty of computerized assessment stages, are discussed. Special emphasis is given to the perception of the importance of computerized assessment as a method of knowledge formation and to the development of a model of computerized assessment that will take into account the dynamics of research from docimological tests to intelligent analysis of student learning outcomes in a variety of learning environments. It is concluded that computerized assessment can significantly improve the quality of the instructional-educational process, if psycho-pedagogical aspects in the formation of metacognitive skills are taken into account.