抄録
Computer-Based Testing (CBT) with integrated support offers immediate feedback based on test-takers’ responses and detailed scoring reports. This study investigated the consequences of using CBT with integrated support for assessing integrated reading-into-writing skills, focusing on both test-takers and instructors. The study presents an overview of the developed CBT system, including its rating scale and personalized scoring reports for test-takers. A questionnaire survey was conducted with 34 test-takers after the CBT, while 3 instructors were interviewed after receiving the scoring reports to evaluate the potential benefits for both learning and teaching. The findings provided positive evidence of the beneficial consequences of the CBT assessment method on future learning and teaching practices.
