Abstract

Technology development has led to computerization of language assessment. Many studies have centered on the comparability of test takers’ cognitive processes and performance across the computer-based mode and the paper-based mode as well as the equivalence of raters’ rating under the relevant modes. The effect of different modes on test-taking and essay-marking process and performance have been researched for decades. This paper critically reviews the effect of different modes on test takers’ performance and raters’ rating on the English writing part. The review indicates that there is no consensus on scores test takers receive under the two modes, or on the cognitive processes they experience. The computer familiarity contributes to their process and performance. On raters’ rating, research has not reached a consensus either. The paper ends with discussing some issues worth consideration in future research of computerization in language test.

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