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.

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The CALM Project for Computer Aided Learning in Mathematics started at Heriot-Watt University in 1985. hi the first phase of the project CAL materials were created in calculus with each topic structured around Theory, Worked Examples, Motivating Examples and a Test. Students chose most readily to work through the Test section questions, welcoming the chance to assess their own progress. In addition, the teachers could view class progress. The weekly tests were designed from banks of questions with randomized parameters in each question. These questions prompted students for a mathematical answer and asked them to type in the response on one line using a style similar to computer languages such as Pascal. Students of engineering and science took only a short time to adjust to this approach. The routines developed in those early stages of CALM meant that testing could be more meaningful and did not rely on the more usual multiple-choice format favoured by so many computer projects. Over the years 1989-1992 CALM developed techniques to trap predictable wrong answers and this form of self-testing proved to be a powerful learning aid for students. Nevertheless, some problems which are discussed in greater detail in later sections remained

Change. It is perhaps human nature to want to capture a moment; to keep a relationship the same; to enshrine our designs in the moment. Yet everything changes. Even if we store our designs carefully in a garment bag protected in the closet, they will change over time, Gravity will affect them; materials will change subtly; stitching will relax. In this design I embrace change; I celebrate it. The outfit is meant to be worn; I will wear it. It will soften and acquire wear patterns based on my movements and activities. Over time, the indigo of the denim will fade from wear and washing; the light cotton of the pants will acquire a patina. As a result, the outfit will take on its own personality and take on a different look. Is this look, seen six months into the life of the garment any less valuable or less important than the look frozen in the photograph of the garment taken at the beginning of its life?