This study used constructivist assessment to develop the computer-based English tests with the teaching/learning scaffolding. The researchers designed the computer-based tests with multi-media tools to provide students’ learning. Theweb-based tests enabled learners to start the on-line learning process if they got thewrong answer during the assessment. The basic concept of designing the learningscaffolding in computer-based assessment was to design a series of related learningmaterials to encourage students moving forward. In other words, the design of theassessment was to allow the students to realize their own learning problems andlearn actively. Therefore, assessment and learning were a serious of interactiveactivities where assessment was involved in the tests and learning was led by the learning scaffolding which was divided into two levels starting from general to more specific. The first level of the learning scaffolding focused on self-learning where researchers provided related learning materials for the students to learn what they would like to learn. The second level of the learning scaffolding focused on guided learning; researchers provided more specific learning methods and directions so that students could choose to answer the questions directly or to select the given learning scaffolding for individual practice. Through computer-based assessment with the learning scaffolding, students could access the computer-based test and then learnstep-by-step by using the learning scaffolding feedback and thus increase their efficiency in learning English.
