This talk will describe the pros and cons of embedding any of the excellent CAA systems currently available in a way that students benefit.
At Brunel we run many uninvigilated tests with formative assessment as the focus, but how do we get students to engage - especially the maths-phobic or disengaged students who actually need it the most? How do we stop them cheating - do we care if they do and if so, what sort of cheating don’t we like?
I will describe some pitfalls and offer evidence that the right curriculum structure can help very significantly with these issues.