Example-Generation Tasks for Computer-Aided Assessment in University Mathematics Education: Insights From A Study Conducted in Two Educational Contexts
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Resumo
Abstract 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 skills to ensure a balanced assessment approach beyond basic procedural skills. To address this issue, research suggests the approach of asking students to generate examples. This study focuses on an example-generation task on polynomial function understanding, proposed to 205 first-year engineering students in Sweden and 111 first-year biotechnology students in Italy. Students were encouraged to collaborate in small groups, but individual elements within the tasks required each group member to provide individual answers. Students' responses kept in the CAA system were qualitatively analyzed to understand the effectiveness of the task in extending the students’ example space in diverse educational contexts. The findings indicate a difference in students’ example spaces when performing the task between the two educational contexts. The results suggest key strengths and possible improvements to the task design.
Dados da obra
- Tipo
- Artigo
- Periódico
- International Journal of Research in Undergraduate Mathematics Education, v. 10, n. 3, p. 732-753
- Editora
- Springer Science+Business Media
- Ano
- 2024 (2024-08-20)
- Idioma
- en
- Palavras-chave
- computer-based testing; automated assessment; polynomials; formative assessment; engineering students; biotechnology students; task design; cooperative learning
- Temas
- Avaliação, Tecnologias Digitais
- DOI
- 10.1007/s40753-024-00252-4
- ISSN
- 2198-9745, 2198-9753
- Licença
- cc-by
- Acesso
- Acesso aberto
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
FAHLGREN, Maria et al.. Example-Generation Tasks for Computer-Aided Assessment in University Mathematics Education: Insights From A Study Conducted in Two Educational Contexts. International Journal of Research in Undergraduate Mathematics Education, v. 10, n. 3, p. 732-753, 2024. DOI: https://doi.org/10.1007/s40753-024-00252-4.
APA
Fahlgren, M., Barana, A., Brunström, M., Marchisio, M., Roman, F., Sacchet, M., Vinerean, M., & Wondmagegne, Y. (2024). Example-Generation Tasks for Computer-Aided Assessment in University Mathematics Education: Insights From A Study Conducted in Two Educational Contexts. International Journal of Research in Undergraduate Mathematics Education, 10(3), 732-753. https://doi.org/10.1007/s40753-024-00252-4
BibTeX
@article{fahlgren2024,
author = {Fahlgren, Maria and Barana, Alice and Brunström, Mats and Marchisio, Marina and Roman, Fabio and Sacchet, Matteo and Vinerean, Mirela and Wondmagegne, Yosief},
title = {Example-Generation Tasks for Computer-Aided Assessment in University Mathematics Education: Insights From A Study Conducted in Two Educational Contexts},
year = {2024},
journal = {International Journal of Research in Undergraduate Mathematics Education},
volume = {10},
number = {3},
pages = {732-753},
publisher = {Springer Science+Business Media},
doi = {10.1007/s40753-024-00252-4},
language = {en}
}RIS
TY - JOUR AU - Fahlgren, Maria AU - Barana, Alice AU - Brunström, Mats AU - Marchisio, Marina AU - Roman, Fabio AU - Sacchet, Matteo AU - Vinerean, Mirela AU - Wondmagegne, Yosief TI - Example-Generation Tasks for Computer-Aided Assessment in University Mathematics Education: Insights From A Study Conducted in Two Educational Contexts PY - 2024 JO - International Journal of Research in Undergraduate Mathematics Education VL - 10 IS - 3 SP - 732 EP - 753 DO - 10.1007/s40753-024-00252-4 LA - en ER -
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