This study examined the current practices, needs, and preferences of institutions in Pakistan regarding electronic assessment methods. The researcher conducted surveys between October 2006 and March 2007 using three questionnaires targeted at institutional staff, faculty, and students. The surveys aimed to identify current e-assessment activities and discuss implications regarding identified issues. The study concluded that while e-assessment allows testing to be done anytime and anywhere, widespread implementation in Pakistan faces challenges of reliable technology infrastructure and supporting unreliable power and network systems across testing centers.

1. http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0
000019b/80/3e/5d/74.pdf
A Study of Pre-Service Teachers’ Attitudes About Computers and
Mathematics Teaching: The Impact of Web-based Instruction
By Cheng-Yao Lin
HERDSA Annual International Conference, Melbourne, 12-15 July 1999
Objectives:
• Compare pre-service teachers’ attitudes toward using computers in
mathematics teaching of web-based instruction approach as compared to
that of a non-web-based instruction approach.
• Determine the relationship between computer competency and attitudes
toward using computers in mathematics teaching
Instruments:
The researcher modified CAS questionnaire to provide more emphasis on
computers and mathematics teaching. The survey instruments were piloted
with 28 pre-service teachers who were from a mathematics method course.
Before the surveys were administered, the instruments were given to five
people with expertise is mathematics education for review. The survey
instruments were modified following their valuable comments and
recommendations

2. Electronic assessment issues and practices in Pakistan: a case study
Nazir A. Sangi
Allama Iqbal Open University, Islamabad, Pakistan
(Received 30 November 2007; final version received 20 June 2008)
Online Publication Date: 01 September 2008
Study goal:
1. Identifies the current practices, needs and preferences of institutions
regarding e-assessment methods
2. Discusses the implications with respect to issues identified
3. Draws conclusions for future development.
4. Identify the current scope of e-assessment activities
Future:
• regardless of time and place
• speedily delivered and tailored to suit the learner’s profile
• widespread implementation
• use a diverse range of assessment methods, including formal or
electronic tests
• used multiple-choice question
• requires reliable hardware, software, network and power systems at
all testing centres
• conducting tests at multiple locations, synchronization between
centres
• throughout the assessment period needed requirements for reliable
power, communications and technical support

3. Instruments:
(E-assessment survey) it conducted between October 2006 and March
2007. Three questionnaires were used that contained multiple-choice and
closed-end questions.
The first (main questionnaire) examined issues relating to the
administration of e-assessment, and was targeted at institutional
controllers, examination officers, faculty and managers officially engaged in
examination planning, implementation and result-reporting activities. The
second questionnaire targeted faculty members who evaluate students on
their specific courses.
The third questionnaire targeted students to find out if they had been
involved in ICT-based assessment.
Sangi, Nazir A.(2008)'Electronic assessment issues and practices in Pakistan:
a case study',Learning, Media and
Technology,33:3,191 — 206
URL: http://dx.doi.org/10.1080/17439880802324061