Creating Mathematics Formative Assessments Using LaTeX, PDF Forms and Computer Algebra

Autor/inn/en	Herbert, Katherine; Demskoi, Dmitry; Cullis, Kerrie
Titel	Creating Mathematics Formative Assessments Using LaTeX, PDF Forms and Computer Algebra
Quelle	In: Australasian Journal of Educational Technology, 35 (2019) 5, S.153-167 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Mathematics Instruction; Formative Evaluation; Evaluation Methods; Educational Technology; Technology Uses in Education; Computer Assisted Testing; Test Construction; Algebra; College Mathematics; Undergraduate Study; Statistics + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Testaufbau; Grundstudium; Statistik
Abstract	Formative assessment benefits both students and teaching academics. In particular, formative assessment in mathematics subjects enables both students and teaching academics to assess individual performance and understanding through students' responses. Over the last decade, educational technologies and learning management systems (LMSs) are used to support formative assessment design. In mathematics, this is problematic because of the inflexibility of LMS and educational technology tools. Automating formative assessment generation and marking to support mathematics learning is made possible by utilising specific software and technologies in new ways. This paper proposes a new method of creating mathematics formative assessments using LaTeX and PDF forms in conjunction with a computer algebra system (e.g., Maple), independent of an LMS. This method is implemented in undergraduate mathematics subjects servicing non-mathematics--focused higher education courses. The method generates individualised assessments that are automatically marked. Results show that the method provides the teaching academic with a more efficient way of designing formative mathematics assessments without compromising the effectiveness of the assessment task. This study contributes to the growing research on mathematics in higher education. The implication is an increased understanding of how existing technology, implemented in new ways, can potentially benefit both mathematics students and teaching academics. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01