Conole, Gráinne and Warburton, Bill
A review of computer-assisted assessment
ALT-J, 13, (1), . (doi:10.1080/0968776042000339772).
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Pressure for better measurement of the extent to which stated learning outcomes are achieved by students has resulted in a demand for more frequent assessment to maintain the quality of learning. The resources available for this are seen to be static or dwindling, so there is scope for the use of information and communications technology to increase productivity by automating assessment tasks. This paper presents computer-assisted assessment (CAA) in the context of current debates and highlights potential future developments. A search was conducted of CAA-related literature from the last decade to trace the development of CAA from the beginnings of its large scale use in HE. Lack of resources, individual inertia and risk propensity are key barriers at the level of individual academics while proper resourcing and cultural factors outweigh technical barriers at the institutional level.
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