Sustainable e-assessment in mathematics instruction

This study aimed at moving beyond content mastery to help students develop sustainable, transferable skills such as self-regulated learning. Each Student conducted a self-inquiry on a selected topic in mathematics. They also formulated some multiple-choice questions, asked their peers to solve them and engaged in active discussions afterward. Collected data were analyzed in terms of Student-generated Questions’ (SGQs) quality by two instructors independently. Findings showed while taking the responsibility of assessment is a promising strategy in developing self-regulated learning, it might not automatically lead to a higher-order learning (i.e., critical thinking). It is suggested that a combination of instructors’ feedback and regular use of digital technologies can enhance students’ questioning competence.