This digest discusses types of computer applications used in science assessment; underlying assumptions that guide their roles in assessment; and issues which relate to validity, gender equity, instructional delivery, mode of user interface, and responsibility to the public. Assessment applications for computers can be broadly classified into two categories: traditional and contemporary. Considering the need for aligning testing with education reform efforts underway, the focus of researchers should be the contemporary rather than traditional approaches to computer-based assessment. Among contemporary computer applications, simulations appear to hold promises for large-scale assessment. Several examples of simulations are given. Contains 17 references. (MKR)