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

Kinnear, George; Jones, Ian; Sangwin, Chris; Alarfaj, Maryam; Davies, Ben; Fearn, Sam; Foster, Colin; Heck, Andre; Henderson, Karen; Hunt, Tim; Iannone, Paola; Kontorovich, Igor; Larson, Niclas; Lowe, Tim; Meyer, Christopher; O'shea, Ann; Rowlett, Peter; Sikurajapathi, Indunil; Wong, Thomas

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Authors

George Kinnear

Ian Jones

Chris Sangwin

Maryam Alarfaj

Ben Davies

Sam Fearn

Colin Foster

Andre Heck

Tim Hunt

Paola Iannone

Igor Kontorovich

Niclas Larson

Tim Lowe

Christopher Meyer

Ann O'shea

Peter Rowlett

Thomas Wong



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.

Citation

Kinnear, G., Jones, I., Sangwin, C., Alarfaj, M., Davies, B., Fearn, S., …Wong, T. (in press). A collaboratively-derived research agenda for e-assessment in undergraduate mathematics. International Journal of Research in Undergraduate Mathematics Education, https://doi.org/10.1007/s40753-022-00189-6

Journal Article Type Article
Acceptance Date Aug 3, 2022
Online Publication Date Sep 12, 2022
Deposit Date Sep 5, 2022
Publicly Available Date Sep 13, 2023
Journal International Journal of Research in Undergraduate Mathematics Education
Print ISSN 2198-9745
Electronic ISSN 2198-9753
Publisher Springer
Peer Reviewed Peer Reviewed
DOI https://doi.org/10.1007/s40753-022-00189-6
Keywords Online learning; Assessment; Feedback; Mathematics education; Delphi methods
Public URL https://uwe-repository.worktribe.com/output/9948212
Publisher URL https://link.springer.com/article/10.1007/s40753-022-00189-6

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