Abstract
This opinion piece presents my experiences of using e-assessment for foundation year mathematics, analysing data from a 230-strong cohort. Strengths and weaknesses of using e-assessment are discussed, and I present two experiments that have been embedded this year to attempt to counteract poor mathematical skills and study attitudes amongst some students. Data from the last four years show that learning (as measured by end-of-year traditional exams) has been sustained. It seems probable that this is partly due to the efficacy of these measures, but results from the experiments in using staged tests and in appraising foundationers’ mathematical confidence are mixed.
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