No abstract

No abstract

No abstract

SummaryInstitutions are increasingly turning to technology to solve their teaching, learning and assessment problems. The use of computers in student assessment, when compared to their use for teaching is a relatively new development. The experiences gained from the development of computer-aided learning can inform and progress the use of computerassisted assessment (CAA). This paper considers the development of CAA in higher education and proposes that a strategic approach is advantageous to institutions wishing to develop and implement CAA systems. A brief review of the lessons learnt from computeraided learning and CAA is provided and the experiences of two institutions are described. Based on this, recommendations are made as to how effective CAA systems can be implemented on an institutional basis.

The need for more cost-effective and pedagogically acceptable combinations of teaching and learning methods to sustain increasing student numbers means that the use of innovative methods, using technology, is accelerating. There is an expectation that economies of scale might provide greater cost-effectiveness whilst also enhancing student learning. The difficulties and complexities of these expectations are considered in this paper, which explores the challenges faced by those wishing to evaluate the costeffectiveness of computer-based assessment (CBA). The paper outlines the outcomes of a survey which attempted to gather information about the costs and benefits of CBA.