IDENTIFIERS *Multi Digit Tests

The use of optical scanners and computers in educational testing is common where objective testing methods (such as true-false, matching, and multiple-choice items) are well-established means of evaluating educational achievement. Where non-objective testing methods (such as fill-in-the-blank, short-answer, and essay items) have been more common, however, the diffusion of automated test scoring processes may be slow. A classification model of world patterns of educational testing methods at the university level is outlined. The three patterns are characterized as: (1) maximum current usage of machine scoring, as found in introductory courses with large numbers of students; (2) little use of machine scoring in spite of the financial resources to do so; and (3) very little use of machine scoring and few financial resources to support it. The first pattern mainly signifie