Computer Based Assessment has become common in many academic institutions. In the early days, CBA was confined to text-based simple question and answer sessions written by programmers. Soon after, authoring systems have been built up to come up with more user-friendly products and open access for universities. Research gives the idea of the educational motives of the CBA for every unit of instruction. CBA tests may include more interactive and engaging question types such as simulations, on-line experiments, and graphing, allowing for the measurement of skills not easily assessed by traditional paper-and-pencil tests . In addition, proponents of computerized tests argue that they are a better match with the way students are accustomed to learning. It has evolved into a collection of technologies and systems that cater to different test purposes, constituencies, and population of examinees. Computer-based examinations can be used to promote learning that is effective by testing a range of skills, knowledge and understanding. Accordingly, accessing and managing of information and managing and developing communication skills can possibly be measured online which cannot be done on regular paper-based examinations. The major component in determining whether an assessment program is suitable depends on whether the assessment tasks are relevant to the aims and intended learning outcomes for the course, taking into consideration the attitudes and skills that are to be tested. While equivalence seems impossible for paper-based test and computer-based test, the importance of any difference appears to be specific to the task and required outcomes.