European Society for Research in Mathematics Education (ERME)
Abstract
In this paper, we report on four university lecturers’ first-time experiences with computer-aided
assessments. They were required to automate a significant proportion of the pre-existing weekly
coursework for modules in first- or second-year undergraduate mathematics using STACK. We
consider lecturers’ perspectives on the role of computer-aided assessments in course design for
undergraduate mathematics; the knowledge of technical aspects required to implement STACKbased assessments; and the perceived merits of automated assessment for different aspects of
mathematical study. We conclude with a series of reflections upon our departmental practice and the
process of enculturating mathematicians into the realm of automated assessment
