E-assessment of Mathematical Proofs: Chances and Challenges for Students and Tutors

Skill and Knowledge E-Assessment: A Review of the State of the Art

“…However, cognitive skills where students have to apply their analytic, creative, and constructive skills cannot be assessed via multiplechoice tests and equivalent forms of basic assessment items (Gruttmann et al, 2008;Majchrzak & Usener, 2011). Therefore, for e-assessment of skills, it raised the need to look into above aspects as well as to go beyond this type of knowledge assessment tasks and incorporate a dynamic and an interactive dimension.…”

“…Therefore, the majority of existing e-assessment systems is inappropriate for use in mathematics and similar subjects (Gruttmann et al, 2008).…”

“…MCQ are good to measure knowledge (Beevers, et al, 2010). At the same time, cognitive skills and application of methods cannot be assessed via multiple-choice tests and equivalent forms of basic assessment items (Gruttmann et al, 2008).…”

“…Therefore, they address knowledge, comprehension and application. However, in order to obtain a higher level of analysis, synthesis and evaluation, it is needed to introduce tools and questions which can be used to measure the skill level of students (Gruttmann et al, 2008).…”

Mobile Applications and Semantic-Web – A case study on Automated Course Management

“…The COMBA system (COMpetence-Based learner knowledge for personalized Assessment) proposed by [16] uses a competency framework to generate automatically a list of questions based on question templates, some criteria, and ability matrix. While EASY system developed by [24] is an automated assessment system whose evaluation focuses on mathematical proofs. Another service oriented approach to present an e-assessment for programming assignments has been discussed by [15].…”