ABSTRACT
Computerized testing is becoming increasingly popular in a variety of settings. Much of the available research has explored issues related to computerizing paper-and-pencil tests or developing computer adaptive tests (see Mead & Drasgow, 1993, for a review). Less attention has been given to capitalizing on the potential of computers for measuring skills and abilities that are difficult, extremely expensive, or even impossible to measure using traditional testing formats. Computer administration provides a great deal of flexibility both for presenting test stimuli and for collecting responses, and thus avoids many of the limitations inherent in paper-and-pencil administration. For example, computers can present visual stimuli that are moving and changing and can also present audio (e.g., verbal) stimuli. Responses can be made using a standard keyboard, a computer mouse, or specialized testing apparatus. Computers are also capable of collecting information concerning the time to respond and/or limiting the time allowed for responding to test items. The type of dynamic stimulus and response capabilities offered by computer administration makes the measurement of perceptual and psychomotor abilities much more practical (e.g., Peterson et al., 1990) and also allows for more efficient administration of work sample tests (e.g., Schmitt, Gilliland, Landis, & Devine, 1993).
