Abstract:

Assessment has an important role in learning and, at its best, has a potential to increase students’ motivation towards learning. The assessment may concern about the evaluating students’ performance. However, it can also be e.g. evaluating of participation or identifying the prior knowledge. The educational assessment is typically conducted by a teacher but also i.e. self-assessment and peer-assessment can be utilized for learning purposes. In addition, assessment can be carried out with computers as well. In fact, technology has a potential to facilitate assessment in various ways.

This paper discusses the utilization of computer-aided assessment (CAA) in mathematical engineering studies at Tampere University of Applied Science between the years 2014 and 2016. The CAA has been utilized in different experiments in a form of mathematical online exercises. This paper introduces experiences related to the CAA of mathematics and electrical engineering.

The aim of the experiments was to test CAA in mathematical engineering studies at Tampere University of Applied Science. In particularly, the purpose was to explore following questions:
•How is it to utilize CAA in mathematical engineering studies?
•What are the problems related to CAA?
•How do the students experience CAA in mathematical engineering studies?
•How do the teachers experience compiling of questions and CAA?
•How active are the students to make mathematical online exercises?
•Is CAA suitable for assessing students learning?

Since Tampere University of Applied Science uses Moodle as learning management system (LMS), the assessment concerned were carried out by utilizing Moodle quizzes and different question types such as multiple choice, matching, true/false, numerical exercise and STACK-exercises that require algebraic result. The Moodle quizzes were utilized in three different ways:
a) in a form of online exercises (in mathematics)
b) for self-studying (in electrical engineering)
c) for a short exam (in mathematics).

The experiment related to the online exercises were carried out with 12 engineering mathematics courses for four different study groups involving a total of 140 students. Altogether 406 course completions were registered during the experiment. Based on the results, the online exercises activated the students as the overall average of completed online exercises was 88%, even though the online exercises were not compulsory. The students also felt (over three quarters agreed) that online exercises were meaningful and that the exercises can be used to evaluate student’s learning relatively reliably (over 80 % agreed, n=51).

The self-studying materials for electrical engineering as well as short exam of mathematics were implemented by means of STACK-exercises. The experiences of both students and lecturers were explored. Based on the results, it seems that STACK-exercises have a potential to facilitate the routine assessment and activate the students for self-studying. STACK-exercises seem also to serve assessment of mathematical exercises rather well. The major points that emerged from the open responses were that in some cases, the typing of result was seen as difficult. In addition, the result input must be completely correct, otherwise CAA evaluates the result as incorrect, which was seen as a challenge. However, these results are indicative and require more research.

Keywords:

Online assessment, automatic assessment, CAA, STACK.