Since the introduction of moveable type in the Fifteenth Century Europe, no other
development in technology has had a greater impact on the education curriculum than
the personal computer. Although the personal computer has been acclaimed as a
learning tool, little attention has been given to the use of the personal computer in
teaching learning skills or the evaluation of learning. This article presents the findings
of an experimental study that demonstrates the effectiveness of a computer-based
evaluation model that reduces variability in grading written materials.
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