STACKification: automating assessments in tertiary mathematics

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.