Computer-assisted assessment (CAA) is an all-encompassing term referring to the use of computers in the assessment process. This includes the use of computers for the delivery, marking, and recording of assessments as well as the provision of feedback. The use of CAA, which is really a relatively new development in UK Higher Education, is thought to be increasing significantly (Boyle & O’Hare, 2003). In part, the recent growth of CAA has been driven by the general increase in the use of learning technologies and the widespread adoption of virtual learning environments (VLEs) (Warburton & Conole, 2003). While the CAA components of VLEs and other CAA software can provide academics with the technical tools they need, the availability of a ‘CAA system’ is just one factor for the new practitioner to consider. This essay aims to outline the main considerations for individual lecturers wishing to embark upon the use of CAA. It is specifically aimed at the individual rather than at the institution and at new practitioners in particular. These issues have been explored under five main headings: assessment purpose, time, pedagogic, operational & technological and students. These are not discrete topics and furthermore the experience of the institution, within which the individual is operating, as regards CAA, will affect all of these considerations
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