The computer-assisted assessment (CAA) should take a more and more important place in educational field during the next years. This article adopts a bias in favor of the CAA while exposing the principal advantages and putting emphasis on only certain obstacles to the implementation of CAA in the context of the secondary teaching in Quebec. This article presents a critical synthesis of computer-assisted assessment highlighting the seven following themes: the assessment’s moment, the rating, the item banks and the item selection, items and their treatment, the psychological factors linked to CAA, follow-up on the students and the associated costs.