CAA as innovation capable of affecting change

This paper attempts to argue that the future for computer-assisted assessment lies in its ability to affect change in the thinking of educators in the HE environment. As an innovative practice with considerable proven success CAA has the capability of triggering much wider and informed debate in the sector that responds in real ways to issues of lifelong learning, employability and development of key skills. These debates control the current educational climate in the sector and CAA has made great strides in focusing the needs of the 21st century student. King Alfred’s College (KAC) has recently piloted two CAA projects focusing on self and peer assessment and mapping key skills. Both projects have been successful in their own right, but arguably more significant than that has been the institutional debates that have been triggered by these innovations. Both projects have focused on timely and significant aspects of learning in the 21st century and in doing so have revealed inadequacies of provision and outdated thinking. Strategic development demands ownership at every level within and beyond the institution and the lively internal debates have enabled KAC to begin to achieve its strategic outcomes in learning and teaching. This paper aims to provide the first step for the College in honestly reflecting on this journey from innovative CAA practice to re-defining learning and teaching strategy. It is anticipated that this will initiate further debates focusing on national and global perspectives in innovative practice and change