Is learning for assessment an inevitable outcome of assessment for learning? We plan to investigate on this -by showing the effects of traditional continuous assessment modes we have implemented, and inviting student opinions on an e-assessment proposal which was virtually tested in a university setup. Student's perceptions are checked in the case of traditional continuous assessment techniques vs. non continuous assessments and the effect tallied with the coursework marks obtained for two

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... s of students. Also classroom assessment vs. e-assessment options were posed to students who were exposed to the proposed e-assessment option and comments invited. In each case, the reasoning behind the choice of assessment and associated learning strategies are probed into. The e-assessment is proposed to implement continuous assessment especially for large classes and also as a medium to invoke a positive learning approach through the feedback mechanism available on the e-assessment tool. A simple algorithm is also proposed for essay e-assessment scoring.