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

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 interest...

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Detalles Bibliográficos
Autores principales: Kinnear, George, Jones, Ian, Sangwin, Chris, Alarfaj, Maryam, Davies, Ben, Fearn, Sam, Foster, Colin, Heck, André, Henderson, Karen, Hunt, Tim, Iannone, Paola, Kontorovich, Igor’, Larson, Niclas, Lowe, Tim, Meyer, John Christopher, O’Shea, Ann, Rowlett, Peter, Sikurajapathi, Indunil, Wong, Thomas
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer International Publishing 2022
Materias:
Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9466348/
http://dx.doi.org/10.1007/s40753-022-00189-6
Descripción
Sumario: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.

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