Computer Applications in Formative Assessment: A Gender-based Comparison at Postgraduate Level

Computer-based assessments have considerable potential in assessment. This study explores the perceptions of 500 post-graduate students, noting gender differences where appropriate, in relation to the role of computer applications in formative assessment. Using questionnaires and interviews, the data reveal that the student perceptions of the role of computer applications are highly positive. However, their understanding of the nature of formative assessment is very limited while they reveal a very narrow range of experiences of assessment formats. They seem to express frustration at lack of accessible reliable computer resources, with friendly software, and they express a need for training, for themselves and for their teachers