We conducted a collective case study investigating two college algebra students' graph reasoning and selection on an online assessment. Students completed the assessment during individual, semi-structured interviews, as part of a broader validation study. The assessment contained six items; students selected Cartesian graphs to represent…

Even prior to COVID-19, there had been an increase in the use of technology in undergraduate mathematics education to support the development of mathematical understanding and skill, and to enhance the student learning environment. Technology-enhanced resources can be used to provide formative assessment which can help students identify gaps in…

This paper provides some insights into the use of example-generating tasks in the design of a technology-rich learning environment to enhance students' mathematical thinking. The paper reports on an early stage of a design-based research project concerning the design of tasks and associated feedback utilising the affordances provided by a combined…

In recent decades, there has been rapid development in digital technologies for automated assessment. Through enhanced possibilities in terms of algorithms, grading codes, adaptivity, and feedback, they are suitable for formative assessment. There is a need to develop computer-aided assessment (CAA) tasks that target higher-order mathematical…

A partially-automated method of assessment is proposed, in which automated question setting is used to generate individualized versions of a coursework assignment, which is completed by students and marked by hand. This is designed to be (a) comparable to a traditional written coursework assignment in validity, in that complex and open-ended tasks…

We describe an organizing principle for online learning materials; we term coherently organized digital exercises and expositions. Larger in scale than individual lessons but smaller than a programme of study, this innovation in instructional practice is increasingly guiding our thinking in the development of university mathematics courses.…

In this classroom note, we outline a system of assessment used by the authors since 2020 to deliver individualized summative assessments to students from first- and second-year mathematics courses. Our system comprises three modular components allowing a mix-and-match of different technological approaches and mathematical question types. First is…

The purpose of this qualitative study was to understand how undergraduate math students perceive their learning in an online learning environment. A review of the literature revealed a need for additional qualitative research on the perceptions of students in the online learning environment. The specific elements of interest were technology,…

What if your students could access "any" resource during a test? How would they react? How would "you" react? This paper presents some results from a trial of allowing students access to notes, calculators, and any device connected to the internet, which occurred during a midterm in a second-year ordinary differential equations…

Postsecondary mathematics classrooms continue to become more diverse, which implores educators to continue to incorporate more diverse modes of assessment to support all learners. However, researchers have found that mathematics assessment at the postsecondary level has remained mostly stagnant, with traditional, closed-book exams dominating the…

After receiving many anecdotes about student cheating and plagiarism in online and remote classes during the COVID-19 pandemic, the School of Mathematics and Science (SOMS) at the Community College of Baltimore County convened an Academic Integrity Committee to investigate these issues. A survey was sent to SOMS faculty members to determine their…

Formative assessment benefits both students and teaching academics. In particular, formative assessment in mathematics subjects enables both students and teaching academics to assess individual performance and understanding through students' responses. Over the last decade, educational technologies and learning management systems (LMSs) are used…

We investigate and compare assessment practices in two (dual- and single-mode) institutions in Nigeria. A mixed-methods approach was employed. Descriptive statistics and narration were carried out for the purpose of determining what the assessment practices were and how they may be related to the students learning of undergraduate mathematics in…

In this paper we report a study in which we have developed a teaching cycle based closely on Bloom's Learning for Mastery (LFM). The teaching cycle ameliorates some of the practical problems with LFM by making use of the STACK online assessment system to provide automated assessment and feedback to students. We report a clinical trial of this…

Computer-aided assessment systems are increasingly used in education for both formative and summative assessment. Example of such a system from the area of mathematics education is the platform Maple T. A. (Testing and Assessment), which was developed specially for assessment in mathematics. The paper is focused on the efficiency of the use of the…