This paper outlines an approach taken to produce computer-based formative assessments for two modules in a one-year taught MSc programme in Road Management and Engineering. It presents the aims of the assessments, the taxonomy adopted to ensure that the formulation of the questions addressed learning outcomes related to the development of higher order skills and the choice of software used. Further, the students' qualitative perception of the assessments is presented together with a discussion on key elements that affected the implementation procedure. This included an understanding of the higher order skills assessed, knowledge of the facilities offered by the software to be used, and the commitment needed to designing, delivering and improving flexible learning materials. (Contains 2 tables and 3 figures.)