Computerized testing involves applying computers or electronic devices such as mobile phones to enable educators or other parties to author, schedule, administer and report on quizzes, tests, or exams. Computerized testing is used extensively in psychology in the contemporary world to assist in the tasks listed above. Consequently, the application of the technique results in both positive and negative outcomes.
Computerized testing has several advantages during psychological assessments. Initially, the process is time and cost-efficient. Human beings take a relatively long time to set or evaluate data. On the other hand, machines are fast. Going by the phrase “time is money,” computerized testing is preferred. Secondly, the technique guarantees accuracy ( Resch et al., 2013). Psychological assessments sometimes involve tedious calculations. In such a case, a human being may make errors that may jeopardize interpretation and the whole process. Computers can handle vast amounts of data and calculations in a blink of an eye. Besides, computers and other electronic devices offer more comprehensive reports than humans. Note that claims should be supported by more concrete ideas, explanations, or calculations.
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Regardless of the positive outcomes accrued, computerized testing is limited in several ways. Initially, it creates a state of independence. Since the devices work out each problem, psychological professionals are over-relying on it despite the observations being wrong. Another problem is that individuals believe in the validity and accuracy of computer-generated results. The face validity of computer-generated comments sometimes may be biased ( Resch et al., 2013). If professionals use such data, wrong conclusions can be made. Lastly, computerized testing typically provides generalized information about subjects. In reality, subjects vary in specific aspects. Administering assessments and drawing conclusions on subjects may suffer a blow where a professional carries an experiment without determining the relevancy of the data generated.
Reference
Resch, J. E., McCrea, M. A., & Cullum, C. M. (2013). Computerized neurocognitive testing in the management of sport-related concussion: an update. Neuropsychology Review , 23 (4), 335-349.
