Themes >
Affordances offered by e-assessment tools
| Code | Question | Contributors |
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Capabilities of e-assessment |
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| Q35 | What types of reasoning are required to complete current e-assessments? |
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| Q36 | To what extent do existing e-assessments provide reliable measures of mathematical understanding, as might otherwise be measured by traditional exams? |
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| Q37 | How can e-assessment support take-home open-book examinations? |
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| Q38 | What developments at the forefront of e-assessment (such as artificial intelligence) can we apply to undergraduate mathematics? |
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Free-form student input |
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| Q39 | What methods are available for student input of mathematics? |
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| Q40 | How can the suitability of e-assessment tools for summative assessment be improved by combining computer-marking and pen-marking? |
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| Q41 | Are there differences in performance on mathematics problems presented on paper versus as e-assessments? |
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| Q42 | How can we automate the assessment of work traditionally done using paper and pen? |
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| Q43 | How can we emulate human marking of students’ working such as follow-on marking and partially correct marking? |
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Comparative judgement |
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| Q44 | How can e-assessment using comparative judgment support learning? |
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| Q45 | How can comparative judgement be used for e-assessment? |
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