Individualized summative assessments as used during COVID-19
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Nathan Clisby [1] ; Antony Edwards [1]
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[1] Swinburne University of Technology
Swinburne University of Technology
Australia
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- Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 53, Nº. 3, 2022, págs. 681-688
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
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 mixand- match of different technological approaches and mathematical question types. First is a question generation module that generates appropriate variables and question syntax, second is a delivery module to send out the individualized assessment to students, and third is a marking module to generate worked solutions and final answers for markers. The key benefits of these assessments are an ability to incorporate individualized authentic elements into assessments, to allow access to technology that would be impractical for an invigilated exam setting, whilst overall reducing the likelihood – but increasing the ease of detection – of academic misconduct and contract cheating, compared with other non-invigilated assessment protocols.
