Supporting student learning: the use of computer-based formative assessment modules

This paper describes the development of a variety of computer-based assessment opportunities, both formative and summative, that are available to a large first year biology class at The University of Sydney. These materials include: weekly quizzes; a mock exam; quiz sections in tutorials; and special self-assessment modules (SAMs). The weekly quiz is password protected and secure but the remaining materials are available on-line from a Virtual Learning Environment (http://FYBio.bio.usyd.edu.au/VLE/L1/). Evaluations over a number of years of the use and usefulness of the formative assessment materials indicate that the student population is making significant use of materials and that these materials are helping students in their learning. Introduction Universities today are in transition. Much of the change we see is driven by economic pressures and demands for graduates who will be able to function in a knowledge society. To cope with these pressures and demands, the majority of universities are turning to the use of the Internet and Intranets to deliver courses in distance mode as well as to enhance on-campus educational programs. Within these programs students are expecting (and receiving) fast and direct feedback (eg, Ring, 1993). As student numbers have increased many universities have introduced computer-based assessment for summative purposes, as a mechanism for providing immediate feedback to students and to reduce load on over-stretched staff (Bull, 1993; Lyell and McNamara, 2000). A number of products are currently available for the delivery of computer-based 02_Peat 15/10/02 12:35 pm Page 515