Socio-Economic Realities of Returned Immigrant Reintegration in Ghana: A Systematic Review

Abstract

The purpose of this study was to elaborate on the different dimensions to conduct an online assessment in undergraduate mathematics. Mathematics assessment using digital technologies is unique because it has special symbols and multi-step solutions. The sudden shift to full online learning necessitated Learning Management System-based online assessment as part of learning and for certification. The research design for this study was a qualitative case study. The case considered for this study was a calculus course and the 180 students registered for the course in 2021 at a South African university. The researcher was the instructor for this course. After explaining the details of conducting the online assessment of mathematics, data was collected on students’ experiences in online assessment using questionnaires and interviews. A conveniently chosen sample of 13 students completed the online questionnaire. A further ten students took part in the telephonic interviews and these were selected conveniently again. Data was composed of written responses to the questionnaires and the transcriptions of the interview audio recordings. After sitting both quizzes and assignments on Blackboard, students preferred the assignment format. This was also suitable for mathematics where there is a need to show steps and proofs in the solution process for both formative and summative assessment. Course instructors hence can effectively administer appropriate formative online assessments on the Learning Management System that has the potential to propel the teaching and learning of mathematics. Keywords: Learning Management System; undergraduate mathematics; online assessment; quizzes; assignments; Blackboard; formative assessment