Search

The author presents the automated e-test as a result of technological advancement and development of pedagogy. In a brief historic review she recalls the mistakes which in the past prevented the tests of this type from being widely accepted. She highlights the added value of automated e-tests, comparing them with the classical tests. Due to their complex technology, the need for interpretation and use of feedback they are more suitable for adult education. They bring solutions for several problems which classical tests did not provide. They clearly reveal all the redundancies in measurement of knowledge, devised upon constructivist theories and economic requirements. The author stresses that numerous unnecessary test ele- ments can be discarded, which will foster dignity in adult knowledge measurement and contribute to creation of a more equal relationship between the testee and the testor, whose primary role is preparing the test and not supervising the testee. In expert environments of pedagogically and technologically highly developed educational institutions and IT compani- es, automatic testing has been practiced for decades. Outside this field, it is practiced less frequently; the occurrence in this country is modest and given little attention. Nevertheless, this article, cautious in generalizations, presents a review of the practice, in order to encourage innovativeness in andragogy. Certain past and present e-testing deficiencies may be used to show the way to future developments.