Computer-aided assessment is a means by which to assess many students quickly and efficiently. It... more Computer-aided assessment is a means by which to assess many students quickly and efficiently. Its popularity as a tool for assessing mathematics increased substantially in the first decade of this millennium as computing and the Internet became more widely available, and as cohort sizes grew. This research sought to evaluate one such system that had been used at a higher education institution for over ten years. However, the literature does not offer a clear or detailed framework from which to perform an evaluation of this system. Using cultural-historical activity theory, and cues from assessment literature, this research presents a model for effective assessment. It provides a framework for judging where an assessment is effective for individuals using the assessment and where it ceases to be effective. Case study analyses helped to identify where the assessment tool was no longer effective. It identified that students struggled to construct new goals after the summative phase of assessment. It also explained how and why the lecturers had diverse practices.
Computer-Aided Assessment (CAA) is becoming an increasingly popular method for assessing students... more Computer-Aided Assessment (CAA) is becoming an increasingly popular method for assessing students in their mathematics courses in higher education. This article examines six lecturers' practices of using CAA on their mathematics courses. The interviews with these lecturers revealed that the CAA system did provide many of the benefits that were promised; however, there were some important aims not satisfied by the system, which limited the scope of its effectiveness. Using a model for effective assessment, which draws upon ideas from the assessment literature and cultural-historical activity theory, the lecturer interviews give an insight into what stops this assessment tool from remaining effective. This study shows that the CAA system was reasonably effective to an extent, and lecturers had achieved a relatively stable practice that they were satisfied to maintain; however, there were shortcomings with the existing system that limited the scope of its effectiveness, which led t...
Most computer-aided assessment (CAA) systems incorporate practice tests. Students welcome this op... more Most computer-aided assessment (CAA) systems incorporate practice tests. Students welcome this opportunity to refine their methods and correct errors before attempting a summative assessment. Lecturers employ CAA to give their students the opportunity for regular practice and to help their students identify their learning gaps. This paper discusses our early efforts to understand students' thoughts and actions when they are presented with mathematics-based computer-aided assessment.
ABSTRACT For a decade, computer-aided assessment (CAA) has been used extensively with first-year ... more ABSTRACT For a decade, computer-aided assessment (CAA) has been used extensively with first-year mathematics and engineering undergraduates studying mathematics modules at the institution under investigation. This project sought to evaluate the effectiveness of CAA. Using assessment literature and activity theory to frame the study, this paper explores the aims of assessment and what it means for assessment to be “effective”: it proposes a definition for effective assessment and discusses whether CAA can be considered effective assessment by this definition.
ABSTRACT For a decade, computer-aided assessment (CAA) has been used extensively with first-year ... more ABSTRACT For a decade, computer-aided assessment (CAA) has been used extensively with first-year mathematics and engineering undergraduates studying mathematics modules at the institution under investigation. This project sought to evaluate the effectiveness of CAA. Using assessment literature and activity theory to frame the study, this paper explores the aims of assessment and what it means for assessment to be “effective”: it proposes a definition for effective assessment and discusses whether CAA can be considered effective assessment by this definition.
The aim of this project is to examine the effectiveness of feedback offered by computer-aided ass... more The aim of this project is to examine the effectiveness of feedback offered by computer-aided assessment (CAA). CAA provides practice tests for undergraduates, and feedback to help them improve their scores and mathematical understanding. However, there is a lack of evidence-based literature on the effect of formative feedback in mathematics learning (Crockett et al. 2009 1. Crockett, MD, Chen, C.-H., Namikawa, T. and Zilimu, J. 2009. Exploring discourse-based assessment practice and its role in mathematics professional ...
First year mathematics undergraduates were asked about their experiences of using computer-aided ... more First year mathematics undergraduates were asked about their experiences of using computer-aided assessment (CAA) in their mathematics modules. It forms a small component of their summative scores in some modules. The aims of these focus groups were to establish how students use CAA systems and how they respond to its feedback. This paper discusses why these should be of interest, how students responded, and the implications on future work.
Most computer-aided assessment (CAA) systems incorporate practice tests. Students welcome this op... more Most computer-aided assessment (CAA) systems incorporate practice tests. Students welcome this opportunity to refine their methods and correct errors before attempting a summative assessment. Lecturers employ CAA to give their students the opportunity for regular practice and to help their students identify their learning gaps. This paper discusses our early efforts to understand students’ thoughts and actions when they are presented with mathematics-based computer-aided assessment.
First year mathematics undergraduates were invited to attend focus groups. They were presented with questions relating to their views on assessment generally; their approach to tackling CAA tasks; how they view and use the feedback; and their evaluations and suggestions for improvement. It is evident that students in the focus groups find themselves in a conflict between their desires to be competent, confident mathematicians and their need to maximise their marks. They acknowledge that ideally they would be excellent mathematicians and accomplish high scores as a result of this pursuit.
This observation exemplifies the necessary internal debates that are a feature of Activity Theory. That students have shared such views suggests much further study is to be done and many questions are to be answered. Are these feelings unique to mathematics students? What bearing do these feelings have on how students approach CAA activities? Through this project we aim to deliver a student-centric evaluation of CAA and, in turn, to be able to make informed suggestions for improvement. Further study could examine the feasibility and effectiveness in implementing such changes.
First year mathematics undergraduates were asked about their experiences of using computer-aided ... more First year mathematics undergraduates were asked about their experiences of using computer-aided assessment (CAA) in their mathematics modules. It forms a small component of their summative scores in some modules. The aims of these focus groups were to establish how students use CAA systems and how they respond to its feedback. This paper discusses why these should be of interest, how students responded, and the implications on future work.
Computer-aided assessment is a means by which to assess many students quickly and efficiently. It... more Computer-aided assessment is a means by which to assess many students quickly and efficiently. Its popularity as a tool for assessing mathematics increased substantially in the first decade of this millennium as computing and the Internet became more widely available, and as cohort sizes grew. This research sought to evaluate one such system that had been used at a higher education institution for over ten years. However, the literature does not offer a clear or detailed framework from which to perform an evaluation of this system. Using cultural-historical activity theory, and cues from assessment literature, this research presents a model for effective assessment. It provides a framework for judging where an assessment is effective for individuals using the assessment and where it ceases to be effective. Case study analyses helped to identify where the assessment tool was no longer effective. It identified that students struggled to construct new goals after the summative phase of assessment. It also explained how and why the lecturers had diverse practices.
Computer-Aided Assessment (CAA) is becoming an increasingly popular method for assessing students... more Computer-Aided Assessment (CAA) is becoming an increasingly popular method for assessing students in their mathematics courses in higher education. This article examines six lecturers' practices of using CAA on their mathematics courses. The interviews with these lecturers revealed that the CAA system did provide many of the benefits that were promised; however, there were some important aims not satisfied by the system, which limited the scope of its effectiveness. Using a model for effective assessment, which draws upon ideas from the assessment literature and cultural-historical activity theory, the lecturer interviews give an insight into what stops this assessment tool from remaining effective. This study shows that the CAA system was reasonably effective to an extent, and lecturers had achieved a relatively stable practice that they were satisfied to maintain; however, there were shortcomings with the existing system that limited the scope of its effectiveness, which led t...
Most computer-aided assessment (CAA) systems incorporate practice tests. Students welcome this op... more Most computer-aided assessment (CAA) systems incorporate practice tests. Students welcome this opportunity to refine their methods and correct errors before attempting a summative assessment. Lecturers employ CAA to give their students the opportunity for regular practice and to help their students identify their learning gaps. This paper discusses our early efforts to understand students' thoughts and actions when they are presented with mathematics-based computer-aided assessment.
ABSTRACT For a decade, computer-aided assessment (CAA) has been used extensively with first-year ... more ABSTRACT For a decade, computer-aided assessment (CAA) has been used extensively with first-year mathematics and engineering undergraduates studying mathematics modules at the institution under investigation. This project sought to evaluate the effectiveness of CAA. Using assessment literature and activity theory to frame the study, this paper explores the aims of assessment and what it means for assessment to be “effective”: it proposes a definition for effective assessment and discusses whether CAA can be considered effective assessment by this definition.
ABSTRACT For a decade, computer-aided assessment (CAA) has been used extensively with first-year ... more ABSTRACT For a decade, computer-aided assessment (CAA) has been used extensively with first-year mathematics and engineering undergraduates studying mathematics modules at the institution under investigation. This project sought to evaluate the effectiveness of CAA. Using assessment literature and activity theory to frame the study, this paper explores the aims of assessment and what it means for assessment to be “effective”: it proposes a definition for effective assessment and discusses whether CAA can be considered effective assessment by this definition.
The aim of this project is to examine the effectiveness of feedback offered by computer-aided ass... more The aim of this project is to examine the effectiveness of feedback offered by computer-aided assessment (CAA). CAA provides practice tests for undergraduates, and feedback to help them improve their scores and mathematical understanding. However, there is a lack of evidence-based literature on the effect of formative feedback in mathematics learning (Crockett et al. 2009 1. Crockett, MD, Chen, C.-H., Namikawa, T. and Zilimu, J. 2009. Exploring discourse-based assessment practice and its role in mathematics professional ...
First year mathematics undergraduates were asked about their experiences of using computer-aided ... more First year mathematics undergraduates were asked about their experiences of using computer-aided assessment (CAA) in their mathematics modules. It forms a small component of their summative scores in some modules. The aims of these focus groups were to establish how students use CAA systems and how they respond to its feedback. This paper discusses why these should be of interest, how students responded, and the implications on future work.
Most computer-aided assessment (CAA) systems incorporate practice tests. Students welcome this op... more Most computer-aided assessment (CAA) systems incorporate practice tests. Students welcome this opportunity to refine their methods and correct errors before attempting a summative assessment. Lecturers employ CAA to give their students the opportunity for regular practice and to help their students identify their learning gaps. This paper discusses our early efforts to understand students’ thoughts and actions when they are presented with mathematics-based computer-aided assessment.
First year mathematics undergraduates were invited to attend focus groups. They were presented with questions relating to their views on assessment generally; their approach to tackling CAA tasks; how they view and use the feedback; and their evaluations and suggestions for improvement. It is evident that students in the focus groups find themselves in a conflict between their desires to be competent, confident mathematicians and their need to maximise their marks. They acknowledge that ideally they would be excellent mathematicians and accomplish high scores as a result of this pursuit.
This observation exemplifies the necessary internal debates that are a feature of Activity Theory. That students have shared such views suggests much further study is to be done and many questions are to be answered. Are these feelings unique to mathematics students? What bearing do these feelings have on how students approach CAA activities? Through this project we aim to deliver a student-centric evaluation of CAA and, in turn, to be able to make informed suggestions for improvement. Further study could examine the feasibility and effectiveness in implementing such changes.
First year mathematics undergraduates were asked about their experiences of using computer-aided ... more First year mathematics undergraduates were asked about their experiences of using computer-aided assessment (CAA) in their mathematics modules. It forms a small component of their summative scores in some modules. The aims of these focus groups were to establish how students use CAA systems and how they respond to its feedback. This paper discusses why these should be of interest, how students responded, and the implications on future work.
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First year mathematics undergraduates were invited to attend focus groups. They were presented with questions relating to their views on assessment generally; their approach to tackling CAA tasks; how they view and use the feedback; and their evaluations and suggestions for improvement. It is evident that students in the focus groups find themselves in a conflict between their desires to be competent, confident mathematicians and their need to maximise their marks. They acknowledge that ideally they would be excellent mathematicians and accomplish high scores as a result of this pursuit.
This observation exemplifies the necessary internal debates that are a feature of Activity Theory. That students have shared such views suggests much further study is to be done and many questions are to be answered. Are these feelings unique to mathematics students? What bearing do these feelings have on how students approach CAA activities? Through this project we aim to deliver a student-centric evaluation of CAA and, in turn, to be able to make informed suggestions for improvement. Further study could examine the feasibility and effectiveness in implementing such changes.
First year mathematics undergraduates were invited to attend focus groups. They were presented with questions relating to their views on assessment generally; their approach to tackling CAA tasks; how they view and use the feedback; and their evaluations and suggestions for improvement. It is evident that students in the focus groups find themselves in a conflict between their desires to be competent, confident mathematicians and their need to maximise their marks. They acknowledge that ideally they would be excellent mathematicians and accomplish high scores as a result of this pursuit.
This observation exemplifies the necessary internal debates that are a feature of Activity Theory. That students have shared such views suggests much further study is to be done and many questions are to be answered. Are these feelings unique to mathematics students? What bearing do these feelings have on how students approach CAA activities? Through this project we aim to deliver a student-centric evaluation of CAA and, in turn, to be able to make informed suggestions for improvement. Further study could examine the feasibility and effectiveness in implementing such changes.