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 cost‐effectiveness 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
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