RAYNE and BAGGOTT, 2004. Computer-based and computer-assisted tests to assess procedural and conceptual knowledge. IN: Proceedings of the 8th CAA Conference, Loughborough: Loughborough University
It is well known by those at the ‘chalk face’ that learning is not necessarily an outcome of teaching. “Students often fail to spontaneously use what they have learned in a new setting despite the fact that it is highly relevant” (Schwarz et al., 1999) a phenomenon Whitehead referred to as “inert knowledge” (Whitehead, 1929). However, judicious and appropriate use of assessment, as a way of checking for learning rather than to reveal what students don’t know (i.e. for ‘punishment’!) or simply to produce a rank order, can ameliorate this problem by promoting conceptual understanding and encouraging students to employ deep learning approaches.