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Summative digital testing in undergraduate mathematics : to what extent can digital testing be included in first year calculus summative exams, for Engineering students?

Lochner, Alisa (2019) Summative digital testing in undergraduate mathematics : to what extent can digital testing be included in first year calculus summative exams, for Engineering students?

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Abstract:With increasing student numbers across universities, digital testing serves as a potential solution to the tedious time-intensive marking of exams. This research investigated to what extent digital testing that uses multiple choice and final answer items could assess first year calculus for engineering studies. In order to investigate this, a mixed methods study was conducted. An item analysis was done on two pilot exams for difficulty and discrimination of items. Both pilots were done at the University of Twente in first-year calculus courses. The alignment between course goals and these exams were analysed through a policy synthesis and a content expert with the use of Bloom’s Taxonomy. A focus group was conducted with lecturers to investigate their digital acceptance on testing, along with an analysis of evaluation questionnaires from the pilots. Exams were found to have a sufficient overall difficulty, discrimination and number of course goals covered. Contrary to expectations, one good digital testing item also reached the synthesis level in Bloom’s Taxonomy. Findings suggest that making 50% of a final summative exam digital would be considered more acceptable among students than 66.6% digital, whilst some lecturers are optimistic about the potential of digital testing in the next five years, potentially reaching up to 80% of an exam.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:31 mathematics, 81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/77167
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