Formative assessment in mathematics for engineering students

ABSTRACT

In this paper, we present a range of formative assessment types for engineering mathematics, including in-class exercises, homework, mock examination questions, table quizzes, presentations, critical analyses of statistical papers, peer-to-peer teaching, online assessments and electronic voting systems. We provide practical tips for the implementation of such assessments, with a particular focus on time or resource constraints and large class sizes, as well as effective methods of feedback. In addition, we consider the benefits of such formative assessments for students and staff.

KEYWORDS:

• Formative assessments
• engineering mathematics
• low-stakes assessment
• assessment for learning
• mathematics education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes on contributors

Dr Eabhnat Ní Fhloinn is a lecturer in the School of Mathematical Sciences in Dublin City University and the Director of the Maths Learning Centre in the same university. Her research interests include effective mathematics support, development of core mathematical skills in university students and mathematics education for engineers.

Dr Michael Carr is a lecturer in Mathematics and Statistics in the College of Engineering and Built Environment in the Dublin Institute of Technology. His research interests include the first-year experience of students, the development of core mathematical skills in university students and mathematics education for engineers.

ORCID

Eabhnat Ní Fhloinn http://orcid.org/0000-0002-3840-2115