since 1985. From the beginning CALM has featured assessment in its programs (Beevers, Cherry, Foster and McGuire, 1991), and enabled both students and teachers to view progress in formative assessment The computer can play a role in at least four types of assessment: diagnostic, self-test, continuous and grading assessment. The TLTP project Mathwise employs the computer in three of these roles. In 1994 CALM reported on an educational experiment in which the computer was used for the first time to grade, in part, the learning of a large class of service mathematics students (Beevers, McGuire, Stirling and Wild ,1995), using the Mathwise assessment template. At that time the main issues identified were those of 'partial credit' and communication between the student and the computer. These educational points were addressed in the next phase of the CALM Project in which the commercial testing program Interactive PastPapers was developed. The main aim of this paper is to describe how Interactive Past Papers has been able to incorporate some approaches to partial credit which has helped to alleviate student worries on these issues. Background information on other features in Interactive PastPapers is also included to provide context for the discussion.

At present most examinations are delivered on paper but there is a growing trend in many subjects to deliver some or part of these examinations by computer. It is therefore important to know whether there are any differences in the results obtained by candidates sitting examinations taken by computer compared with those obtained by candidates sitting conventional examinations using pen and paper. The purpose of this article is to describe the outcome of a pilot study designed to* investigate possible causes of any differences in results from the use of different modes of delivery in a mathematics examination. One outcome of this study was that the process of translating examination questions into a format required for use on the computer (but keeping this as a pen and paper test)can have a significant effect on examination results. However, the main conclusion is that changing the medium only has no effect on the results in mathematics examinations.

At present most examinations are delivered on paper but there is a growing trend in many subjects to deliver some or part of these examinations by computer. It is therefore important to know whether there are any differences in the results obtained by candidates sitting examinations taken by computer compared with those obtained by candidates sitting conventional examinations using pen and paper. The purpose of this article is to describe the outcome of a pilot study designed to* investigate possible causes of any differences in results from the use of different modes of delivery in a mathematics examination. One outcome of this study was that the process of translating examination questions into a format required for use on the computer (but keeping this as a pen and paper test)can have a significant effect on examination results. However, the main conclusion is that changing the medium only has no effect on the results in mathematics examinations.

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