id: 06226755
dt: j
an: 2013f.00333
au: Broughton, Stephen J.; Robinson, Carol L.; Hernandez-Martinez, Paul
ti: Lecturersâ€™ perspectives on the use of a mathematics-based computer-aided
assessment system.
so: Teach. Math. Appl. 32, No. 2, 88-94 (2013).
py: 2013
pu: Oxford University Press, Oxford; Institute of Mathematics and its
Applications (IMA), Southend-on-sea, Essex
la: EN
cc: D65 U55
ut: computer aided assessment; computer aided instruction; feedback; problem
solving; lecturersâ€™ perceptions
ci:
li: doi:10.1093/teamat/hrt008
ab: Summary: Computer aided assessment (CAA) has been used at a university with
one of the largest mathematics and engineering undergraduate cohorts in
the UK for more than ten years. Lecturers teaching mathematics to first
year students were asked about their current use of CAA in a
questionnaire and in interviews. This article presents the issues that
these lecturers faced as they made use of this assessment tool.
Lecturers explained how they attempted to overcome these issues. The
findings show that while the lecturers were happy to use the CAA system
because it is efficient and timesaving, there were concerns that it
might not always be beneficial for students. The bases for lecturersâ€™
concerns were that some students developed tendencies to depend on the
feedback to complete assessments and to develop procedural,
context-dependent strategies for solving problems.
rv: