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Abstract
The use of computers in education in general and in medical education in particular is nowadays well established, but the use of computer-based assessment (CBA) in higher education lags behind. In this article we explore the reasons for this situation and provide tips for teachers to guide the introduction of CBA, based on our experiences. Attention is given to benefits and drawbacks of CBA hardware solutions, the choice of software, types of test questions, security, instructing students and teachers and evaluation.
Additional information
Notes on contributors
Willie Hols-Elders
W.P.M. HOLS-ELDERS, MSc, is an associate professor at the Center for Research and Development of Education at the University Medical Center Utrecht in the Netherlands.
Peter Bloemendaal
P.M. BLOEMENDAAL, MSc, is an assistant professor at the Department of Surgery at the Leiden University Medical Center in the Netherlands.
Nynke Bos
N.R. BOS, MSc, is an E-learning consultant at the Academic Medical Center–University of Amsterdam in the Netherlands.
Martien Quaak
DR M.J. QUAAK is a senior consultant at the Center for Research and Development of Education at the University Medical Center Utrecht in the Netherlands.
Roel Sijstermans
R. SIJSTERMANS, MSc, is an E-learning coördinator at the Academic Medical Center–University of Amsterdam in the Netherlands.
Peter De Jong
DR P.G.M. DE JONG is a staff adviser E-learning at the Center for Education in Internal Medicine at the Leiden University Medical Center and chair of the NVMO Special Interest Group on E-Learning in the Netherlands.