Students' perceptions of computer-based assessments: A case of UKZN

Assessments constitute a crucial part of an academic learning process due to its importance in evaluating students' knowledge and forming a basis for their grade. The rapid evolution of technology has influenced the way assessments are now being conducted in academic institutions. Tertiary institutions are adopting Computer-Based Assessments (CBAs), in tandem with traditional Paper-Based Assessments (PBAs), as the modern mode of assessing students. Recent studies have shown certain controversial reactions to the use of CBAs over PBAs. This study investigated the perceptions of students about CBAs in the University of KwaZulu-Natal, Pietermaritzburg campus, their preference between PBA and CBA, and the challenges faced while undertaking CBAs. Data was collected from students that have undertaken both PBA and CBA. Results show that students prefer CBAs to PBAs. Results also indicate that although students find it easy to undertake CBAs, they still experience challenges. Some possible solutions to these challenges are proposed.