Affordances offered by e-assessment tools > Capabilities of e-assessment

Question 38
What developments at the forefront of e-assessment (such as artificial intelligence) can we apply to undergraduate mathematics?

What motivates this question?

The features of different e-assessment systems have advanced hugely – and new systems have been introduced – since the survey by Sangwin (2013). Some recent developments include:

  • “AI-Assisted grading” (Gradescope, 2020), where an AI system automatically clusters short written responses from different students that it judges to be similar.
  • “Flick input” that provides a more efficient way to enter mathematical expressions (Nakamura & Nakahara, 2017).
  • Web-based tools for delivering interactive classroom activities, such as Desmos Classroom (Button, 2020) and GeoGebra Classroom.

What might an answer look like?

One approach would be to extend the survey of Sangwin (2013) to more recent systems. This could present a collection of case studies of different developments and how they can be applied to university mathematics.

Another way to address the question would be through developing and evaluating protoypes of new e-assessment features being applied to university mathematics.

References

Button, T. (2020). Desmos Classroom Activities: An ideal tool for remote/blended learning. Retrieved from https://digitalmathematics.blogspot.com​/2020/09​/desmos-classroom-activities-ideal-tool.html.

Gradescope. (2020). AI-Assisted Grading and Answer Groups. Retrieved from https://help.gradescope.com/article/mv8qkiux00-instructor-assignment-ai-grading-answer-groups

Nakamura, Y., & Nakahara, T. (2017). A New Mathematics Input Interface with Flick Operation for Mobile Devices. MSOR Connections, 15(2). https://doi.org/10.21100/msor.v15i2.413

Sangwin, C. J. (2013). Computer aided assessment of mathematics. Oxford University Press. Retrieved from https://doi.org/10.1093/acprof:oso/9780199660353.003.0003