The Value of Varying Question Design

Autor/inn/en	Seaton, Katherine A.; Tacy, Melissa
Titel	The Value of Varying Question Design
Quelle	In: International Journal of Mathematical Education in Science and Technology, 53 (2022) 1, S.240-250 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Seaton, Katherine A.) ORCID (Tacy, Melissa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2021.1963869
Schlagwörter	Mathematics Instruction; Mathematics Teachers; College Faculty; Student Evaluation; Online Courses; Pandemics; COVID-19; Futures (of Society); Criticism; Calculus; Evaluation Methods; Grading; Algebra; Undergraduate Students + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Fakultät; Schulnote; Studentische Bewertung; Online course; Online-Kurs; Future; Society; Zukunft; Kritik; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Notengebung
Abstract	While some tertiary mathematics educators approximated the familiar invigilated, closed-book assessment regime in the online environment forced upon us all by a pandemic, others either by choice or necessity needed to devise a new way to assess their students' learning. This Classroom Note both synthesizes advice from the literature about what might comprise 'internet resistant' question design and provides practical, specific examples to demonstrate how such advice can be put into everyday practice. The examples are annotated, and the potential long-term utility of such question design is discussed, whatever the future of assessment may be. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01