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In this paper, we describe our experiences with a prototype computerized testing lab and running the bulk of a 200-student computer organization class's exams using computerized testing. We discuss the mechanics of operating the testing lab, the work required by the instructor to enable this approach (e.g., generating a diversity of equivalent difficulty problems), and the student response, which has been strongly positive: 75% prefer computerized testing, 12% prefer traditional written exams, and 13% had no preference.
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Zilles et al. (2015) studied this question.