Preliminary model for computer based assessment acceptance in developing countries

Abstract

In information systems study, computerized testing has evolved into what it is today as a result of the technological advancements. It has been a preferred form of assessment in some educational establishment since assessment process is considered to be fair, faster and reliable. However, a number of studies have provided evidence supporting a direct relationship between computer anxiety and computer utilization. The computer anxiety research clearly shows that a highly computer apprehensive individual will be at a great disadvantage compared to his/her peers. Quite a lot of technology acceptance studies in the field of education have been carried out, but a majority of them have been on the use of e-learning. Most of these studies used TAM as the base model and extended it with other constructs. Only very few studies used TAM without extending it. In comparison with e-assessment acceptance, just little research work has been done; the majority of the work has been done by Terzis and Economides. However, till date it is quite incomprehensible if the potential advantages of CBAs have been fully implemented due to many factors affecting its acceptance. The researchers investigate this by using a systematic literature review to explore these factors, and establish suitable technology acceptance model that would minimize fear associated with computer usage. This study is expected to help the education decision makers towards implementing a solid CBA system for secondary school students. Therefore this research is a research in progress review paper which is designed to understand the issues relating to CBA acceptance and implementation issues.