A Collaboratively-Derived Research Agenda for E-assessment in Undergraduate Mathematics

Abstract

This paper describes the collaborative development of an agenda for research on e-assessment in undergraduate mathematics. We built on an established approach to develop the agenda from the contributions of 22 mathematics education researchers, university teachers and learning technologists interested in this topic. The resulting set of 55 research questions are grouped into 5 broad themes: errors and feedback, student interactions with e-assessment, design and implementation choices, affordances offered by e-assessment tools, and mathematical skills. This agenda gives a framework for a programme of research aligned with practical concerns that will contribute to both theoretical and practical development.

Updating STACK Potential Response Trees Based on Separated Concerns

“…One drawback of breaking up questions is that it requires a significant investment of time and experience to develop a suitable question bank [3]. According to [4], automatically assessing a genuinely open-ended questions poses two main difficulties. First, the student must have a means to input their answer in a machine-readable format, which itself is nontrivial.…”