Computerised formative assessment in very large laboratory classes

This study was concerned with the introduction of a computer option into a successful laboratory based formative assessment providing immediate bidirectional feedback, and applied to several hundred first year Health Science students. Students view the formative assessment as beneficial to learning, and those using the computer version performed at the same level in summative assessments as those using the paper version. Given free choice between the computer version and a paper-based one, around 37% of students opted for the computer version during the semester, generally when they felt confident about the laboratory material. This allowed experienced teaching staff to spend more time with students in need of more assistance. Student waiting time was substantially reduced. Feedback to staff using the computer version has proved an effective adjunct to improving teaching materials and methods.