A review of computer-assisted assessment

  • Gráinne Conole
  • Bill Warburton


Pressure for better measurement of stated learning outcomes has resulted in a demand for more frequent assessment. The resources available are seen to be static or dwindling, but Information and Communications Technology is seen to increase productivity by automating assessment tasks. This paper reviews computer-assisted assessment (CAA) and suggests future developments. A search was conducted of CAA-related literature from the past decade to trace the development of CAA from the beginnings of its large-scale use in higher education. Lack of resources, individual inertia and risk propensity are key barriers for individual academics, while proper resourcing and cultural factors outweigh technical barriers at the institutional level.

DOI: 10.1080/0968776042000339772


Download data is not yet available.
How to Cite
Conole G., & Warburton B. (2005). A review of computer-assisted assessment. Research in Learning Technology, 13(1). https://doi.org/10.3402/rlt.v13i1.10970
Original Research Articles