This paper, from the Assessment in Education Unit at Leeds, is again bang on the line of what I am doing. Albeit that they are looking at the KS3 onscreen ICT tests (the AEU were commissioned as part of the evaluation of that project). Nevertheless there are some very pertinent analyses of the didfficulties students, and the system, encounter in assessment of ICT. For example
… sources of difficulty that relate to the subject being assessed. The assessment of ICT brings particular risks. As McFarlane (2001) points out, assessment of ICT capability need not in itself be computer-based, but as in this case it was, the sources of difficulty in our set that are associated with this aspect all relate also to on-screen assessment, e.g.
• Pupils know enough to succeed in the tasks without using ICT for all the steps.
• The demands in the interaction between tasks and software on short-term memory and organisational skills are greater than the level of ICT capability that is being assessed.