Mathematics students, often among large university classes of several hundreds of students, are easily daunted when solving math problems. Lacking individual feedback, they easily give up. To bolster learning, Computer-Aided Assessment may help students by giving them individual feedback about their progress. This article presents some general requirements for Intelligent Assessment using semi-automatic feedback in mathematics education with a special focus on solution processes. Intelligent Assessment implies the combination of human assessment along with electronic assessment via intelligent software for evaluating a student’s performance in a specific subject. Assessment tools are used to categorize solutions and detect errors as accurately as possible. Unusual and novel solutions and errors that the computer cannot categorize are forwarded to a tutor or teacher for assessment. Several examples demonstrate that semi-automatic and process-oriented Intelligent Assessment can help to improve learning and, ultimately, student self-confidence in mastering problems.
Abstract. Learning mathematics actively, oriented at mathematical processes, in a technology-enhanced learning environment differs widely from learning in traditional mathematics courses. The traditional lecture -an expert presents the knowledge the learners have to acquire -usually doesn't activate the students' thinking. This article introduces three didactical design patterns which describe how university students can be enabled to use technology in order to explore and solve mathematical problems in open learning scenarios: TECHNOLOGY ON DEMAND, HELP ON DEMAND, and FEEDBACK ON DEMAND.
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