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

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Bibliographic Details
Title: A Collaboratively-Derived Research Agenda for E-Assessment in Undergraduate Mathematics
Language: English
Authors: George Kinnear (ORCID 0000-0003-4191-4258), Ian Jones (ORCID 0000-0003-1392-8986), Chris Sangwin (ORCID 0000-0002-3725-8625), Maryam Alarfaj, Ben Davies (ORCID 0000-0003-1134-7205), Sam Fearn (ORCID 0000-0003-1886-7879), Colin Foster (ORCID 0000-0003-1648-7485), André Heck (ORCID 0000-0002-7923-6360), Karen Henderson (ORCID 0000-0002-6179-4102), Tim Hunt (ORCID 0000-0002-6153-815X), Paola Iannone, Igor' Kontorovich (ORCID 0000-0002-3353-5445), Niclas Larson (ORCID 0000-0002-2909-7817), Tim Lowe (ORCID 0000-0001-7154-0168), John Christopher Meyer (ORCID 0000-0003-0708-1088), Ann O'Shea (ORCID 0000-0001-8504-2290), Peter Rowlett (ORCID 0000-0003-1917-7458), Indunil Sikurajapathi (ORCID 0000-0003-1915-5320), Thomas Wong
Source: International Journal of Research in Undergraduate Mathematics Education. 2024 10(1):201-231.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 31
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Undergraduate Study, College Mathematics, Electronic Learning, Evaluation Methods, College Faculty, Educational Researchers, Cooperation, Agenda Setting, Research, Design, Mathematics Skills, Educational Research, Curriculum Research
Geographic Terms: Europe, United Kingdom
DOI: 10.1007/s40753-022-00189-6
ISSN: 2198-9745
2198-9753
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.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1428059
Database: ERIC
Description
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.
ISSN:2198-9745
2198-9753
DOI:10.1007/s40753-022-00189-6