Revising the vision: Learning about learning with computer-based assessment

Visions of an assessment method that is learning-oriented, time-efficient, with automated-marking and data collecting techniques are seductive in a post-compulsory world of increasing work with decreasing workers. In this paper, the authors describe how their design of computer-based assessment (CBA) in an Education course integrated student learning, student assessment and evaluative research. An essential aspect of this design was to incorporate an extended formative assessment period where students developed a range of strategies to maximise their learning performance in the summative CBA. As students learnt to learn, the authors were learning about learning and a shared vision of a learning community emerged.