ABSTRACT
To support the process of managing learning, a wealth of data * about students and their learning environment must be collected by the computer-managed learning (CML) * system. The most frequently-tapped source for this information is unquestionably the objective test of cognitive understanding. As the student passes through successive learning cycles', so-called performance data are collected. These may be the results of informal pre-tests
and post-tests designed to act as diagnostic devices, or more formal assessment or achievement tests designed to provide objective measures of students' competence after an extended period of study.
