Computer-based formativ e and summative assessment is becoming more widespread in higher education. However, implementation of computer-based assessment must be followed by an evaluation of staff intentions. In 2002, staff of a dual-semester, first- year, Human Biology unit at The University of Western Australia first implemented computer- based practice quizzes and graded tests. Evaluation of the computer-based assessment system involved two methods. First, a student questionnaire administered in semester two elicited information about awareness, use and opinion of the semester-one practice quizzes and graded tests. Next, statistical investigations were conducted into whether increased use of practice quizzes improved graded-test performance and whether increased use of practice quizzes and graded tests increased general-unit performance. All respondents were aware of the practice quizzes and graded tests and almost all respondents used and recommended the practice quizzes and graded tests. Some respondents suggested minor improvements to the computer-based system. Increased use of practice quizzes was associated with better performance on graded tests, despite general-unit performance. Although an association existed between general-unit performance and use of practice quizzes and graded tests, the nature of the association was inconclusive. Further analysis is required to confirm the association between use of practice quizzes and graded-test performance and the nature of the association between general-unit performance and use of practice quizzes and graded tests.

Keywords: computer-based assessment; formative assessment; summative assessment