Abstract
This paper examines the background to computer-assisted assessment and shows how certain misconceptions or ‘myths’ have arisen around its use. It then discusses an actual implementation of computerized multiple-choice question (MCQ) tests, addressing both the main theoretical issues, and the practicalities of the design and administration process. It confirms that honours-level learning can be appropriately assessed using summative computer-based objective tests, not just in the eyes of the adopting academic, but also in the eyes of the students. Care should, however, be taken to adopt a flexible implementation that is responsive to unforeseen problems.