This presentation introduces a study into the use of wikis as a non-linear form of assessment in two Humanities modules at the University of Winchester. It was funded by the University Learning and Teaching Development Unit. A portfolio of preliminary questionnaires, wiki diaries, concluding interviews alongside objective module outcomes and tutor experience forms the data for this paper. Both modules and the study consciously shift attention away from the more commonly discussed collaborative potential of wikis. Instead, the emphasis lay (and lies) on the non-linear nature and the potential for formative assessment which this hypertext platform offers Higher Education. These wikis were created as individual student wikis, as opposed to group wikis, and thus emphasized the role of the student as primary author and owner of structure and content.