Affiliation:
1. University of Paisley, UK
2. Napier University, UK
3. Heriot-Watt University, UK
Abstract
In this article a form of computer assessment in mathematics is discussed and the progress of its use in teaching and learning is tracked. The work spans several different projects, all using similar computer-based assessment engines, which have been progressively updated in the light of successive evaluation results.The engines include facilities to randomize questions, to choose feedback levels, to allow partial credit and to input mathematical expressions. The software incorporates a facility to set and mark questions containing algebra. Evaluation results arising from use with students are presented. The benefits and drawbacks of computer-based assessment are catalogued in the context of working projects.
Cited by
7 articles.
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