A collaboratively-derived research agenda for e-assessment in university mathematics

Abstract

This paper describes the collaborative development of an agenda for research on e-assessment in university mathematics. We adapted 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 questions are grouped into 5 broad themes: errors and feedback, students, design and implementation, affordances, and mathematical skills. This agenda gives the framework for a programme of research aligned with practical concerns, that will contribute to both theoretical and practical development.

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

“…The project was initiated and led by Kinnear. A core team planned the project (Kinnear et al, 2020b), arranged and chaired meetings, and led the writing of this manuscript. Our plans were based on previous exercises that established research agendas in numerical cognition (Alcock et al, 2016) and conservation policy (Sutherland et al, 2011).…”

“…For reference, I've attached a short paper that we've written explaining the project in more detail. [the attachment was a copy of Kinnear et al (2020b)] At this stage we are seeking three things from you. First, a reply to this email to let us know if you are interested or not.…”

Comparing example generation with classification in the learning of new mathematics concepts

“…However the pattern of results show that, in fact, participation across G1-G4 was relatively stable (see Figure 3). Nevertheless, the particular constraints and affordances of setting example generation tasks in eassessment systems warrants further study (see section 3.5.3 of Kinnear, Jones, et al, 2021).…”