Horvath, C., Körner, A., & Medo, L. (2023). A framework for developing mathematical tasks for automatic formative assessment in higher education. In 9th International Conference on Higher Education Advances (HEAd’23) (pp. 567–575). Editorial Universitat Politècnica de València. https://doi.org/10.4995/HEAd23.2023.16293
Mathematics education in STEM studies poses a challenge that students must practice the methods they learn to use them accurately. The mapping of teaching exercises is an important step towards creating a more engaging, interactive learning experience for students. An automatic assessment system can support such a process and help overcome obstacles towards a better learning environment for students. Developing effective support in form of high-level mathematical tasks for this type of assessment is challenging and requires careful consideration of the goals, objectives, and content of the task. With this paper, we aim to provide practical insights and references for teachers looking to develop various mathematical tasks that can provide meaningful feedback and support learning, while taking into account the limitations of automatic assessment in higher education. Additionally, this paper addresses the possibilities and challenges that arise in this educational process and provides examples of different applications.
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