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

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posted on 16.09.2022, 15:07 authored by George Kinnear, Ian JonesIan Jones, Chris Sangwin, Maryam Alarfaj, Ben Davies, Sam Fearn, Colin FosterColin Foster, André Heck, Karen Henderson, Tim Hunt, Paola IannonePaola Iannone, Igor' Kontorovich, Niclas Larson, Tim Lowe, John Christopher Meyer, Ann O'Shea, Peter Rowlett, Indunil Sikurajapathi, Thomas Wong

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.

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

International Journal of Research in Undergraduate Mathematics Education

Publisher

Springer

Version

VoR (Version of Record)

Rights holder

© The Authors

Publisher statement

This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

Acceptance date

02/08/2022

Publication date

2022-09-12

Copyright date

2022

ISSN

2198-9745

eISSN

2198-9753

Language

en

Depositor

Dr Colin Foster. Deposit date: 3 August 2022