A case study on the impact of automated assessment in engineering mathematics

Jun 17th, 2015
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A rapidly increasing number of modules in degree programmes now utilise virtual learning environments. A main feature of virtual learning environments, to which their adoption by many educators is attributed, is automated assessment. Automated assessment is particularly attractive where the number of students taking a module is large.

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A case study on the impact of automated assessment in engineering mathematics Abstract A rapidly increasing number of modules in degree programmes now utilise virtual learning environments. A main feature of virtual learning environments, to which their adoption by many educators is attributed, is automated assessment. Automated assessment is particularly attractive where the number of students taking a module is large. As mathematics is an essential pre-requisite for those studying engineering courses and is compulsory in almost every engineering programme, classes tend to be large. However, there is ongoing scrutiny of the various aspects of virtual learning environments, including automated assessment. This paper is based on a case study that highlights aspects of the impact of automated assessment by studying the performance of students taking an engineering mathematics module where automated assessment is utilised in the form of quizzes.Introduction Networks have now become commonplace, computer technology more readily available and affordable to the public and, as reported in many studies (Brohn, 1986; Gbomita, 1997; McDowell, 1995; Stephens et al., 1998; Thelwall, 2000 and Zakrzewski and Bull, 1998), virtual learning environments (VLEs) are now generally reliable. As a result of such advances in information technology, VLEs are fast becoming an integral part of many taught courses. VLEs provide a number of advantages compared to conventional face-to-face learning.

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