BACKGROUND: A paper-based test was changed to a computer-based format. Students completed the test over a 2-week period on any computer with internet access. AIM: To determine the acceptability to students of the computer-based format, whether resources were used by students during the test, the value of receiving an immediate score, positive aspects of the computer format and areas for improvement. METHODS: Students completed an online survey containing closed questions (Likert scale) and free text questions. RESULTS: A large majority of respondents had easy access to a computer, found it easy to complete the test in the time given and did not use resources to answer the test questions. The most cited benefits were flexibility and convenience in being able to choose both the location and time for taking the test. A smaller majority found it useful to get immediate feedback. The possibility of students 'cheating' because of the ability to use resources during the test was seen as problematic. Some students felt that the test appeared to lack importance because of the flexibility permitted. CONCLUSIONS: From a student perspective, the computer was an acceptable platform for delivering a formative assessment comprising multiple choice questions (MCQs).
BACKGROUND: A paper-based test was changed to a computer-based format. Students completed the test over a 2-week period on any computer with internet access. AIM: To determine the acceptability to students of the computer-based format, whether resources were used by students during the test, the value of receiving an immediate score, positive aspects of the computer format and areas for improvement. METHODS: Students completed an online survey containing closed questions (Likert scale) and free text questions. RESULTS: A large majority of respondents had easy access to a computer, found it easy to complete the test in the time given and did not use resources to answer the test questions. The most cited benefits were flexibility and convenience in being able to choose both the location and time for taking the test. A smaller majority found it useful to get immediate feedback. The possibility of students 'cheating' because of the ability to use resources during the test was seen as problematic. Some students felt that the test appeared to lack importance because of the flexibility permitted. CONCLUSIONS: From a student perspective, the computer was an acceptable platform for delivering a formative assessment comprising multiple choice questions (MCQs).