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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