Abstract
This chapter reports the findings of a study which investigated the learning processes, expectations and perceptions underpinning undergraduate science student’s use of online assessment. The aims of the study were to: review the way students interact with online assessments within the context of their studies; examine how this interaction was shaped by their preparation and prior experience with online tools; explore the prominence of test anxiety and the extent to which the student’s anxieties influenced their interaction with the technology and the learning approach employed; and analyse the student’s perspectives on the use of online assessment in higher education and, in particular, in their disciplinespecific courses.
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