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

George Kinnear*, Ian Jones, Chris Sangwin, Maryam Alarfaj, Ben Davies, Sam Fearn, Colin Foster, André Heck, Karen Henderson, Tim Hunt, Paola Iannone, Igor’ Kontorovich, Niclas Larson, Tim Lowe, John Meyer, Ann O’Shea, Peter Rowlett, Indunil Sikurajapathi, Thomas Wong

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

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.
Original languageEnglish
Number of pages28
JournalInternational Journal of Research in Undergraduate Mathematics Education
Publication statusAccepted/In press - 3 Aug 2022

Bibliographical note

Not yet published as of 16/08/2022.

Keywords

  • Online Learning
  • Assessment
  • Feedback
  • Mathematics education
  • Delphi method

ASJC Scopus subject areas

  • Education
  • General Mathematics

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