1. Tom Carroll & Kieran Mulchrone (UCC) Áine Ní Shé & Julie Crowley (CIT) NUMBAS @ University of Newcastle  Main project aim: Leverage potential of NUMBAS (online assessment tool - University of Newcastle) to construct localized formative e-assessment for first year service mathematics and statistics courses at UCC and CIT.  Workplan encompasses the twin areas of implementation and evaluation.  Joint project between UCC and CIT, building on successful pilot project @ CIT.  Funding for (1) Intern based at @ CIT focusing on content development and implementation at both sites; (2) Master’s student @ UCC focusing on evaluating project impact on student learning and performance. Transitioning to e-assessment in mathematics education Overview

2. Outcomes projected/achieved & Methodology  High level goals: Improve student engagement Improve student understanding and appreciation of mathematics Improve student core mathematics skills Manage lecturer workload Strengthen relationship between Maths @UCC and Maths @CIT.  Currently at Implementation phase with Numbas content being developed for use in Calculus for Scientists 1 & 2 (500+ students) at UCC next academic year. Transitioning to e-assessment in mathematics education

3. Outcomes projected/achieved & Methodology  @ CIT: further integration of Numbas into three first year mathematics and statistics modules. Early observations from CIT indicate Strong engagement with Numbas-based work Effect on summative assessment as yet unclear  Project assistant work to be carried out by several people over project period rather than one single post holder.  MRes studentship (Evaluation phase) widely advertised: closing date 31 July. Transitioning to e-assessment in mathematics education

4. 2. Project outcomes  Identification of key topics & concepts with which students struggle both at UCC and CIT, including  descriptive statistics (where the dominant pedagogical approach is constructive rather than interpretive) and  probability (relative frequency and probability, understanding outcomes, events, sample space, using Venn diagrams to solve problems).  Ongoing assessment @ CIT in large maths and stats classes  Development of material @ UCC for start of new academic year (7 September) [Necessary changes to formal module descriptions are now in place.] Transitioning to e-assessment in mathematics education There follow some screen shots of typical questions used at CIT last term.

9. 2. Project outcomes https://numbas.mathcentre.ac.uk/numbas-previews/question-8430-normal- distribution/index.html Transitioning to e-assessment in mathematics education

10. 3. National Impact Context: Full implementation of Project Maths secondary school syllabus last year. National coverage of Leaving Certificate mathematics examination papers and debate on impact of Project Maths, e.g. http://www.irishtimes.com/news/education/project-maths-linked-to-decline-in- third-level-performance-1.2242148 Transitioning to e-assessment in mathematics education

11. 3. National Impact  Local dissemination of information on this project at UCC’s Digital Day [6/12/2014] and again on 22/06/2015.  Local interest at UCC and CIT in expanding use of Numbas beyond modules originally envisaged (e.g. Commerce module @ UCC, Accounting @CIT).  Strong potential for national impact as university and IoT sectors are receptive to innovation e.g. through Annual Conference in Mathematics and Statistics Service Teaching and Learning.  Ongoing contact with Irish Mathematics Teachers Association (IMTA).  Development of an enhanced web presence.  Plans to expand beyond UCC and CIT. Transitioning to e-assessment in mathematics education