Education Grant Report: Ideal Learning Cycle

By |December 14th, 2013|Magazine article|0 Comments

Broughton, S.J., 2013. Education Grant Report: Ideal Learning Cycle. Mathematics Today, 49(6): 255. Institute of Mathematics and its Applications: Southend-on-Sea.

A definition for effective assessment and implications on computer-aided assessment practice

Broughton, S.J. Hernandez-Martinez, P. and Robinson, C.L., 2013. A definition for effective assessment and implications on computer-aided assessment practice. In: A.M. Lindmeier and A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2: 113-120. Kiel, Germany: PME.

Sources

Google Scholar
LUPIN

Lecturers’ perspectives on the use of a mathematics-based computer-aided assessment system

Broughton, S.J. Robinson, C.L. and Hernandez-Martinez, P., 2013. Lecturers’ perspectives on the use of a mathematics-based computer-aided assessment system. Teaching Mathematics and its Applications, 32(2): 88-94.

Sources

Google Scholar
LUPIN
Oxford Journals

Mathematics lecturers’ practice and perception of computer-aided assessment

By |November 23rd, 2012|Book chapters, Publications|0 Comments

Robinson, C.L. Hernandez-Martinez, P. and Broughton, S.J., 2012. Mathematics lecturers’ practice and perception of computer-aided assessment. In: P. Iannone and A. Simpson, eds. Mapping University Mathematics Assessment Practices. Norwich: University of East Anglia. Ch.21: 105-118.

Lecturers’ beliefs and practices on the use of computer-aided assessment to enhance learning

Broughton, S.J. Robinson, C.L. and Hernandez-Martinez, P., 2012. Lecturers’ beliefs and practices on the use of computer-aided assessment to enhance learning. In: Proceedings of the 16th SEFI MWG Seminar. University of Salamanca, Salamanca, Spain 28-30 June 2012.

Sources

Google Scholar
LUPIN
SEFI MWG

Using focus groups to investigate the presence of formative feedback in CAA

Broughton, S.J. Hernandez-Martinez, P. and Robinson, C.L., 2012. Using focus groups to investigate the presence of formative feedback in CAA. Research in Mathematics Education, 14(1): 87-88.

Sources
Google Scholar
LUPIN
Taylor & Francis Online

Building a profile of how students engage with CAA in mathematics modules

Broughton, S.J. Hernandez-Martinez, P. and Robinson, C.L., 2012. Building a profile of how students engage with CAA in mathematics modules. In: D. Waller (Ed.), Proceedings of the CETL-MSOR Conference 2011. Coventry University, Coventry 5-6 September 2011.

Sources

Google Scholar
LUPIN
CETL-MSOR

Focus groups to ascertain the presence of formative feedback in CAA

Broughton, S.J. Hernandez-Martinez, P. and Robinson, C., 2011. Focus groups to ascertain the presence of formative feedback in CAA. In: Smith, C. (Ed.), Proceedings of the British Society for Research into Learning Mathematics, 31(2). University of Leeds, Leeds 10-11 June 2011.

Sources

Google Scholar