This book profiles how computer-assisted assessment can help both staff and students by drawing on the experience and expertise of practitioners, in the United Kingdom and internationally, who are already using computer-assisted assessment. The publication is organized into three main sections--"Pragmatics and Practicalities of CAA,""Using CAA for Formative Assessment," and "Learning from Experience"--and contains the following 19 chapters: (1) "Pragmatic issues when integrating technology into the assessment of students" (Jen Harvey and Nora Mogey); (2) "Technical and security issues" (Dave Whittington); (3) "Effective question design" (Norma Pritchett); (4) "Automated online tutorials: new formats for assessment on the WWW" (Alan J. Cann and Ellen L. Pawley); (5) "Computer anxiety in students: should computer-based assessment be used at all?" (Mark Brosnan); (6) "Validating formative and summative assessment" (Malcolm Perkin); (7) "Open-access randomly generated tests: assessment to drive learning" (M. Thelwall); (8) "Automatic test generation from a database" (J.H. Sims Williams, J. Maher, D. Spencer, M.D.J. Barry, and E. Board); (9) "Issues and impacts of using computer-based assessments (CBAs) for formative assessment" (Dan Charman); (10) "Computer-assisted peer review" (Jennifer M. Robinson); (11) "Increasing learner responsibility and support with the aid of adaptive formative assessment using QM designer software" (Christine Steven and Ian Hesketh); (12) "Computer managed learning as an aid to formative assessment in higher education" (Leith Sly and Leonie J. Rennie); (13) "Optical mark reading (OMR) as CAA: experiences at Loughborough University" (Myles Danson); (14) "The computer-assisted assessment of practical IT skills" (R.D. Dowsing); (15) "Assessment in a cognitive apprenticeship-based learning environment: potential and pitfalls" (A. Patel, D. Russell and Kinshuk); (16) "Online assessment: creating communities and opportunities" (Meg O'Reilly and Chris Morgan); (17) "Delivering automated innovative assessment in a varied curriculum" (Roy Seden); (18) "A structured approach to mass implementation of computer-based assessment (CBA)" (Stan Zakrzewski); (19) "Student perceptions of the learning benefits of computer-assisted assessment: a case study in electronic engineering" (Kay Sambell, Alistair Sambell, and Graham Sexton). (JM)