Technology Acceptance for CBT in Secondary Schools of Saudi Arabia

Assessment is integral to any learning environment in the present era of ´Information and Computer Technology´ (ICT), where numerous and different e-Learning environments are on offer. For assessment of these environments, Computer Based Testing (CBT) is the norm that now eases the path for both learning and assessment in student-centered e-Learning environments. Current implementation of CBT in Saudi Arabia´s secondary schools suffers limitations that include insufficient planning and evaluation. To help overcome these limitations, this paper looks at critical success factors for CBT implementation as facilitated by the Adaptive Structuration Theory (AST) for assessing the acceptance of technology by students. A conceptual model is proposed along with a theoretical discussion, leaving the development and evaluation of a practical framework for the future.