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A collaboratively-derived research agenda for e-assessment in undergraduate mathematics (2022)
Journal Article
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

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, unive... Read More about A collaboratively-derived research agenda for e-assessment in undergraduate mathematics.

Correct for the wrong reason: Why we should know more about mathematical common student errors in e-assessment questions (2022)
Presentation / Conference
Sikurajapathi, I., Henderson, K., & Gwynllyw, R. (2022, September). Correct for the wrong reason: Why we should know more about mathematical common student errors in e-assessment questions. Presented at Continuing Excellence in Teaching and Learning in Mathematics, Statistics and Operational Research conference (CETL-MSOR-2022), Abertay University, Dundee , Scotland

Students may arrive at an incorrect answer when answering a mathematical question due to several reasons, such as random errors, calculation errors or misreading the question. Such errors are sometimes referred to as Common Student Errors (CSEs). Se... Read More about Correct for the wrong reason: Why we should know more about mathematical common student errors in e-assessment questions.

Gathering and compiling mathematical common student errors in e-assessment questions with taxonomical classification (2022)
Journal Article
Sikurajapathi, I., Henderson, K., & Gwynllyw, R. (2022). Gathering and compiling mathematical common student errors in e-assessment questions with taxonomical classification. MSOR Connections, 20(3), 55-71. https://doi.org/10.21100/msor.v20i3.1345

This article gives an overview of the interactive book called ‘Collection of Taxonomically Classified Mathematical Common Student Errors in e-Assessments (CSE Book)’ which has been produced as a result of the Common Student Errors Project (CSE Projec... Read More about Gathering and compiling mathematical common student errors in e-assessment questions with taxonomical classification.

Students’ perceptions of enhanced e-assessment feedback addressing common student errors in mathematics (2021)
Journal Article
Sikurajapathi, I., Henderson, K., & Gwynllyw, R. (2021). Students’ perceptions of enhanced e-assessment feedback addressing common student errors in mathematics. MSOR Connections, 19(2), 10-27. https://doi.org/10.21100/msor.v19i2

The Common Student Errors Project (CSE Project) has been running at the University of the West of England (UWE, Bristol) since 2017. The main aim of this project is to introduce a method to detect CSEs and to provide tailored feedback in Engineering... Read More about Students’ perceptions of enhanced e-assessment feedback addressing common student errors in mathematics.

The effectiveness of remediating mathematical Common Student Errors in e-Assessments (2021)
Presentation / Conference
Sikurajapathi, I., Henderson, K., & Gwynllyw, . R. (2021, June). The effectiveness of remediating mathematical Common Student Errors in e-Assessments. Presented at E-Assessment in Mathematical Sciences (EAMS2021), Online

The Common Student Errors Project (CSE Project) has been running at the University of the West of England (UWE, Bristol) since 2017. The main aim of this project is to introduce a method to detect CSEs and to provide tailored feedback in Engineering... Read More about The effectiveness of remediating mathematical Common Student Errors in e-Assessments.

A case study in the e-assessment of statistics for non-specialists (2021)
Journal Article
Weir, I. S., Gwynllyw, D. R., & Henderson, K. L. (2021). A case study in the e-assessment of statistics for non-specialists. Journal of University Teaching and Learning Practice, 18(2), Article 5

The need to be able to choose, perform and interpret the results from appropriate statistical tests is ubiquitous in many STEM disciplines and beyond. In this case study, we illustrate a learning and assessment approach that has been used successfull... Read More about A case study in the e-assessment of statistics for non-specialists.

Case study using Python in the teaching of numerical analysis (2020)
Journal Article
Gwynllyw, D. R., Henderson, K. L., Van lent, J., & Guillot, E. G. (2020). Case study using Python in the teaching of numerical analysis. MSOR Connections, 18(2), 25-32. https://doi.org/10.21100/msor.v18i2.1100

In this case study we describe the rationale, methodology and results of teaching Python as part of a third year optional Numerical Analysis module taken by undergraduate BSc Mathematics students at the University of the West of England, Bristol. In... Read More about Case study using Python in the teaching of numerical analysis.

Using e-assessment to address mathematical misconceptions in engineering students (2020)
Journal Article
Sikurajapathi, I., Henderson, K., & Gwynllyw, R. (2020). Using e-assessment to address mathematical misconceptions in engineering students. International Journal of Information and Education Technology, 10(5), 356-361. https://doi.org/10.18178/ijiet.2020.10.5.1389

Students, when answering a mathematical question, may make a mistake in their answer for a variety of reasons. For example, not reading the question properly, making a mistake due to carelessness or due to a mathematical misconception. It is this l... Read More about Using e-assessment to address mathematical misconceptions in engineering students.

Diagnostic tool and online resource providing mathematics support for non-specialists (2019)
Conference Proceeding
Henderson, K., Gwynllyw, R., Walsh, E., Haslam, O., O'Flynn, P., Elvidge, D., & Golden, K. (2019). Diagnostic tool and online resource providing mathematics support for non-specialists. In ICERI2019 Proceedings (7756-7764). https://doi.org/10.21125/iceri.2019

We report on the development of a diagnostic tool to provide support for non-mathematics students. This tool has been designed to aid the transition onto university courses where mathematics is required during the course, but is not a pre-requisite.... Read More about Diagnostic tool and online resource providing mathematics support for non-specialists.

Use of technology enhanced teaching rooms to support flipped teaching (2018)
Presentation / Conference
Henderson, K., Hobbs, C., & Gwynllyw, R. (2018, September). Use of technology enhanced teaching rooms to support flipped teaching. Paper presented at 12th International Symposium on Advances in Technology Education Nurturing Professionals for Smart Cities: Way Forward for Technology Education, Hong Kong

In this paper we report on our experiences of flipping the classroom for three modules delivered to first and second year Mathematics students at the University of the West of England, Bristol. In particular we focus on how using collaborative teach... Read More about Use of technology enhanced teaching rooms to support flipped teaching.

In-class e-testing of statistics in a large cohort of diverse ability (2018)
Presentation / Conference
Weir, I., Gwynllyw, R., & Henderson, K. (2018, September). In-class e-testing of statistics in a large cohort of diverse ability. Paper presented at 12th International Symposium on Advances in Technology Education Nurturing Professionals for Smart Cities: Way Forward for Technology Education, Hong Kong

We report on our experience of running in-class e-Tests for a new Level 1 Business Decision Making module taken by 800 Business School students at the University of the West of England (UWE Bristol). The module comprises a one semester course coverin... Read More about In-class e-testing of statistics in a large cohort of diverse ability.

Employability sessions for Mathematics students (2017)
Book Chapter
Henderson, K., Hooper, A., Line, T., & Fowles-Sweet, W. (2017). Employability sessions for Mathematics students. In P. rowlett, & J. waldock (Eds.), Employability development for HE mathematics and statisticssigma

We present details of the graduate development and careers support sessions provided for students on our Mathematics based programmes. The schedule described below was introduced four years ago and was set up in order to better prepare our students... Read More about Employability sessions for Mathematics students.

Evaluation of flipped teaching (2017)
Presentation / Conference
Henderson, K., Hobbs, C., & Last, K. (2017, July). Evaluation of flipped teaching. Paper presented at Mathematics Education beyond 16: Pathways and Transitions

We report on our evaluation of flipping the classroom for two modules: a compulsory first year calculus module and an optional second year coding theory module taken by Mathe-matics students at the University of the West of England, Bristol (UWE). F... Read More about Evaluation of flipped teaching.

Using e-assessment to support flipped-style teaching (2017)
Journal Article
Henderson, K. (2017). Using e-assessment to support flipped-style teaching. MSOR Connections, 15(2), 34-41

We show how weekly formative e-assessments are used to support flipped-style teaching of a module delivered to all first year Mathematics students at the University of the West of England, Bristol (UWE). The flip lecture approach places students at t... Read More about Using e-assessment to support flipped-style teaching.

Using DEWIS and R for multi-staged statistics e-assessments (2016)
Journal Article
Gwynllyw, R., Weir, I., & Henderson, K. (2016). Using DEWIS and R for multi-staged statistics e-assessments. Teaching Mathematics and its Applications, 35(1), 14-26. https://doi.org/10.1093/teamat/hrv018

We demonstrate how the DEWIS e-Assessment system may use embedded R code to facilitate the assessment of students' ability to perform involved statistical analyses. The R code has been written to emulate SPSS output and thus the statistical results f... Read More about Using DEWIS and R for multi-staged statistics e-assessments.

Creating statistics e-assessments using Dewis with embedded R code (2016)
Journal Article
Weir, I., Gwynllyw, R., & Henderson, K. (2017). Creating statistics e-assessments using Dewis with embedded R code. MSOR Connections, 15(2), 51-59

We report on the creation of statistics e-assessments using the Dewis system with embedded R code. Dewis is a fully algorithmic open-source e-assessment system designed and developed at the University of the West of England, Bristol (UWE). Dewis’ abi... Read More about Creating statistics e-assessments using Dewis with embedded R code.