The challenge of coordinating computer-based teaching with more conventional assessment has arisen in my teaching of Engineering Statistics for third year students at the University of Western Australia. The need for using computers for engineering and science education is usually unquestioned. One of the advantages which attracts me most is that computers allow to solve real size problems in front of students in a lecture theatre. Modern universities usually provide resources for computer-based teaching and learning. Lecturers have easy access to portable computers and projectors.
Students have easy access to personal computers and common software.
However, at present it seems to be beyond the financial capacity of most universities to conduct computer-based examinations for large groups of students. This would require having at least a hundred of fully serviced personal computers with engineering and scientific software. Introduction Computers have infiltrated almost every aspect of our lives. We have used computers to prepare our papers as well as to submit them for this conference. Most of engineering students have attained some level of computer literacy a long time before they enter university.