Computer-aided assessment in statistics

The relentless drive for 'efficiency&' in higher education, and the consequent increase in workloads, has given university teachers a compelling incentive to investigate alternative forms of assessment. Some forms of assessment with a clear educational value can no longer be entertained because of the burden placed on the teacher. An added concern is plagiarism, which anecdotal evidence would suggest is on the increase yet which is difficult to detect in large modules with more than one assessor.