engleski

Computer - based assessments in mathematics at the higher education level

An important part of teaching and learning process is evaluation of students' knowledge. Often, evaluation of mathematical knowledge at university level is carried out in two phases. The first phase is evaluation of task-solving ability and the second phase is the evaluation of mathematical theoretical knowledge. Due to an increase in the use of Information and Communication Technologies (ICT) in teaching and learning processes, there are more and more examples of computer-based assessments. The paper presents the author’s years of experience in using computer-based assessments since the author has been used them (in second phase of evaluation), in Learning Management System named Moodle since 2011, within the course Mathematics for Engineers 1 of the undergraduate professional study program at the Faculty of Civil Engineering and Architecture, Osijek. The paper points out the differences between paper-and-pencil and computer-based assessments, referring to different approach to creating questions and ways of implementing the exam itself. Additionally, it discusses the results of computer-based exams, and gather students' overall impression of this type of assessment. Finally, the aim of this paper is to highlight the advantages and disadvantages of using computer-based assessments in mathematics at the higher education level.

evaluation of knowledge, mathematics, computer-based assessment, paper and pencil exam, higher education level

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