During the past few years, technology has significantly reshaped the method of assessment

In many academic domains, educational measurement has been moving towards the use of computer-based testing (CBT), defined as tests or assessments that are administered by computer in either stand-alone or dedicated network, or by other technology devices linked to the internet or world wide web most of them using multiple choice questions (MCQs) (Sorana-Daniela, B & Lorentz, J 2007) Computer based tests have been used since 1960s to test knowledge and problem solving skills (Peter, C Bill, I, & David, S 2004) Computer based assessment systems have enabled educators and trainers to author, schedule, deliver, and report on surveys, quizzes, tests and exams

There are two main types of computer based testing The most familiar type is where candidates fill in their responses on a paper form, which is fed into a computer optical mark reader This reads the form, scores the paper, and may even report on the test reliability The second type of computer based testing is where computers provide an assessment interface for students: they input their answers and receive feedback via a computer (Peter, C Bill, I, & David, S (2004))

An effective method of student assessment is necessary in chemistry as well as all areas and levels of education Due to an increase in student numbers, ever-escalating work commitments for academic staff, and the advancement of internet technology, the use of computer assisted assessment has been an attractive proposition for many higher education institutions (Darrell, LB 2003) Since their first use, computer-assisted test construction systems have made a major impact on the design and generation of chemistry examinations at many universities and colleges

Currently in University of Ilorin, the traditional method (a combination of essay examination and practical examination) is most used as evaluation of students’ knowledge In the past few years, the number of students increased drastically and the conventional examination method became time consuming in term of the examination time for evaluation and assessment A solution of examination in large classes of students is an automated testing system and this has been introduced by the University of Ilorin in 2008, primarily to address this concern and others

Generally, advantages of CBT systems over traditional paper-and-pencil testing (PPT) have been demonstrated in several comparative works and as mentioned by (Peter, C Bill, I, & David, S (2004)), CBT is not just an alternative method for delivering examinations, it represents an important qualitative shift away from traditional methods such as paper based tests Despite, these advantages available in computerized test administration as it was shown that, it does not mean that CBTs are intrinsically better than paper-and-pencil tests John, CK, Cynthia, GP, Judith, AS, & Tim, D (2002) Previous study by (Fyfe, G, Meyer, J, Fyfe, S, Ziman, M, Sanders, K, & Hill, J (nd)) have even found that testing format does not affect test scores and as such CBT canbe considered a valid and acceptable testing mode

As CBT began to be used for summative assessment, establishing whether computer based testing performance was comparable to that of paper based assessment became important

Researchers have performed large scale reviews of studies examining differences in performance of CBT and paper-based version of tests and have generally found that when CBT is similar in format to pencil and paper tests, it has little if any effect on test performance (Darrell, LB 2003)

From students’ perspective of the CBT there have been a number of mixed reactions Previous research) showed that more people anticipated problems with the computer assisted assessment than actually had them (Darrell, LB (2003)) Their research also showed that despite fewer students being confident about CBT before completing the assessment more students stated a preference for CBT afterwards Previous study conducted indicated a preference for CBT over PPT (Fyfe, G, Meyer, J) Some studies reported the main disadvantage as being increased anxiety amongst those unfamiliar with use of computer (Darrell, LB (2003) and (Fyfe, G, Meyer, J) and as such students agreed that they are “technophobic”

The challenge to test examinees by means of microcomputers demands appropriate software design To comply with this demand, students’ beliefs or perceptions on the advantages and disadvantages of a computerized test are important since user perceptions and criticism are crucial in the acceptance, implementation and improvement of computerized tests

Furthermore, whilst recognising the systemlevel advantages associated with CBT it is important to explore the relationship between assessment mode and the behaviour of the students being assessed If the term “affordances” is used to describe what is made possible and facilitated, and what is made difficult and inhibited by a medium of assessment (Johnson, M & Green, S 2004) It is possible that the affordances offered by computer mediated assessment may affect the perceptions of students involved in computer-based assessment differently than if they were engaged in paper-based assessment (Johnson, M & Green, S 2004)

In general, several areas appear worthy of investigation, including issues related to quality factors that may influence performance and student perceptions regarding computer-based tests

The fact that students’ perception of CBT for chemistry courses is an under-explored topic is apparent This study describes the findings in this domain with a view to disseminate good practice, guidelines, and models of implementation and evaluation of a particular type of test mode, namely, CBT for undergraduate chemistry courses

12     STATEMENT OF RESEARCH PROBLEM