Most solutions to the problem of delivering course content supporting both student learning and assessment nowadays imply the use of computers, thanks to the continuous advances of information technology. According to Bull (1999), using computers to perform assessment is more contentious than using them to deliver content and to support student learning. In many papers, the terms computer-assisted assessment (CAA) and computer-based assessment (CBA) are often used interchangeably and somewhat inconsistently. The former refers to the use of computers in assessment. The term encompasses the uses of computers to deliver, mark, and analyze assignments or examinations. It also includes the collation and analysis of data gathered from optical mark readers. The latter (that will be used in this paper) addresses the use of computers for the entire process, including assessment delivery and feedback provision (Charman & Elmes, 1998).