An account is given of the introduction of multiple-choice and other forms of objective testing into the assessment of a first-year university elementary analysis class. (MP)

The use of short assessment tasks can provide valuable information about undergraduates' knowledge and understanding. However, it is known that there are gender-related differences in performance on certain types of objective tests, both among school pupils and university undergraduates. This article focuses on undergraduate learning, using a…

Examined is the performance of men and women undergraduate students in mathematics using multiple-choice, relationship analysis, and true/false questions. Sex differences were reported. Implications of this research are suggested. (Author/YP)