WHENEVER, WHEREVER OR ... IN THE CLASSROOM only? E-learning based evaluation in MATHEMATICS: INCREASED FLEXIBILITY VERSUS MEETING ETHICS STANDARDS.
WHENEVER, WHEREVER OR ... IN THE CLASSROOM only? E-learning based evaluation in MATHEMATICS: INCREASED FLEXIBILITY VERSUS MEETING ETHICS STANDARDS.

Summary/Abstract: A crucial element in teaching Mathematics, either using the classical approach or the e-learning methodology, is the issue of the chosen type of evaluation. Knowledge acquisition and capability of using it in new contexts are the key aspects an adequate revision test would need to verify. Online evaluation systems give the student the opportunity to choose the space and the moment when they take the test, thus enabling them to achieve better mental preparation, increased focus and concentration and most often, overall better results. Nevertheless, it seems that a teacher can accurately judge over the capability of performing a logical argumentation only in a class given traditional paper-based test. In order to depart from such an approach and advocate for incorporating modern forms of examination in a traditional teaching first year university course in Mathematics, we have initialized a large consultation with the beneficiaries, namely the students. The questionnaire we developed and some of the surprising conclusions our research revealed are the main elements on which this paper is based. Since our aim was to cover a wide range of problems related to the design & administration of an online test, students from two different series were asked to provide 5 reasons for using an online testing, along with 5 reasons against this type of testing. In order to stimulate students in giving innovative pro or against reasons, those who made original contributions were publicly praised in the discussion which followed the completion of the initial questionnaire. The problems raised by students can be grouped in three main categories: technical and software problems, design and implementation issues, and environmental, as well as adaptation and accommodation aspects. Nevertheless these different problems appear to have different weights in students' perception. As such, second in importance, but present in all answers, was the concern for unethical practices and fraud. We are thus considering possible strategies and suggestions aiming at stopping or at least diminishing such practices. Issues such as whether stricter anti-fraud guidelines would decrease the test's accessibility and possible ways of achieving a balance between student's desire for more flexibility and essential evaluation criteria such as fairness and accuracy are also discussed in the present paper.

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