Changes in the United Kingdom higher education system have resulted in a lack of formative (i.e., student feedback) assessment: increased student numbers and reduced funding resulting in bigger classes with less tutor contact, as well as a more diverse set of student entrants with a wider set of skills resulting in a greater need for formative assessment. It has become increasingly difficult in the information systems/information technology field to monitor individual student performance and give individual feedback and direction. This paper examines one mechanism to address this difficulty, a skills audit approach. The use of a skills audit approach is described for three units at the Southampton Business School (England); the units are Information Systems and Business Skills, both core level 1 units, and Computer Auditing, an optional level 3 unit. The pedagogic value of the skills audit approach for different levels of study is discussed. A self audit approach seems particularly relevant for meeting the formative assessment needs of students and encouraging self study and ownership. There are clear indications of the suitability of such an approach for distance learning. (Author/MES)