A flexible, extensible online testing system for mathematics

Passmore, Tim; Brookshaw, Leigh; Butler, Harry

doi:10.14742/ajet.919

Cited by 5 publications

(5 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…E-assessment has developed particularly over the last twenty years to include a high degree of sophistication for mathematical questioning in the form of Computer Algebra Systems (CAS). It is recognized that the inherent embodiment of questioning and feedback is essential within any e-assessment system [1,[13][14][15][16].…”

Section: E-assessment Of Mathematicsmentioning

confidence: 99%

Change in Gap Perception within Current Practices in Assessing Students Learning Mathematics

et al. 2021

View full text Add to dashboard Cite

The COVID pandemic has touched many aspects of everyone’s life. Education is one of the fields greatly affected by it, as students and teachers were forced to move online and quickly adapt to the online environment. Assessment is a crucial part of education, especially in STEM fields. A gap analysis was performed by expert groups in the frame of an Erasmus+ project looking at the practices of six European countries. Specialists teaching university-grade mathematics in seven European institutions were asked about their perception of gaps in the assessment of students both before (2019) and during (2021) the pandemic. This qualitative study looks at the difference in perception of such gaps after almost one year of online teaching. The analysis of their responses showed that some gaps were present before the pandemic, as well as others that are specific to it. Some gaps, such as the lack of IT infrastructure and the need to adapt materials to an online environment, have been exacerbated by the outbreak.

show abstract

Section: E-assessment Of Mathematicsmentioning

confidence: 99%

Change in Gap Perception within Current Practices in Assessing Students Learning Mathematics

et al. 2021

View full text Add to dashboard Cite

show abstract

“…Our method falls into the category of assessments which have separate question delivery and answer collection. This idea has been previously used by Passmore et al (2011). Their approach involves using a computer algebra software (Maxima) as well; however, it requires programming on the side of the server (using PHP).…”

Section: Recommendationsmentioning

confidence: 99%

Creating mathematics formative assessments using LaTeX, PDF forms and computer algebra

Herbert

Demskoi

Cullis

2019

AJET

View full text Add to dashboard Cite

Formative assessment benefits both students and teaching academics. In particular, formative assessment in mathematics subjects enables both students and teaching academics to assess individual performance and understanding through students’ responses. Over the last decade, educational technologies and learning management systems (LMSs) are used to support formative assessment design. In mathematics, this is problematic because of the inflexibility of LMS and educational technology tools. Automating formative assessment generation and marking to support mathematics learning is made possible by utilising specific software and technologies in new ways. This paper proposes a new method of creating mathematics formative assessments using LaTeX and PDF forms in conjunction with a computer algebra system (e.g., Maple), independent of an LMS. This method is implemented in undergraduate mathematics subjects servicing non-mathematics–focused higher education courses. The method generates individualised assessments that are automatically marked. Results show that the method provides the teaching academic with a more efficient way of designing formative mathematics assessments without compromising the effectiveness of the assessment task. This study contributes to the growing research on mathematics in higher education. The implication is an increased understanding of how existing technology, implemented in new ways, can potentially benefit both mathematics students and teaching academics.

show abstract

“…Once completed, the online Self-Test automatically generates a development plan based on their responses and refers them to the included resources. While other online quizzes are available (Passmore et al 2011), they are labour intensive in their design and construction. Table 1 outlines the development of the Self-Test, the disciplines involved and linked research.…”

Section: Self-testmentioning

confidence: 99%

Investigating students’ academic numeracy in 1st level university courses

Galligan

Hobohm

2014

Math Ed Res J

View full text Add to dashboard Cite

This paper investigates how an online test ('Self-Test' developed at the University of Southern Queensland) can enrich students' understanding of their academic numeracy, through a purpose-built, self-assessment tool aligned with online modules. Since its creation and evaluation, the tool has been developed and tailored to suit other first year courses based around an academic numeracy framework of competence, confidence and critical awareness (Galligan 2013a). This paper will highlight how the new Self-Test is underpinned by this framework and how students' levels of numeracy can be better understood by the lecturer through Self-Test in a first year nursing for numeracy course and a maths for teachers course. It particularly addresses over-and under-confidence, error analysis and students' reflective comments, and how this understanding can better inform course development and teaching.

show abstract

A flexible, extensible online testing system for mathematics

Cited by 5 publications

References 13 publications

Change in Gap Perception within Current Practices in Assessing Students Learning Mathematics

Change in Gap Perception within Current Practices in Assessing Students Learning Mathematics

Creating mathematics formative assessments using LaTeX, PDF forms and computer algebra

Investigating students’ academic numeracy in 1st level university courses

Contact Info

Product

Resources

About