Concept inventories, described as “research-based distractor-driven multiple-choice instruments” have been touted as unique formative/summative assessment tools to gauge learners’ acquired conceptual knowledge and understanding through highlighting common student errors and misconceptions. Within mathematics, while a handful of concept inventories for functions, calculus and statistics have been developed, these tend to focus on limited mathematical proficiencies and key elements of conceptual understanding, making them less suitable for use across other STEM disciplines such as physics, and engineering. To increase the relevance and applicability of such instruments across wider STEM contexts, there is a strong need for HE educators to adopt a broader proficiency-based approach to assessment design.

Motivated by this, the proposed one-day in-person workshop event, funded by the London Mathematical Society (LMS) and hosted by Queen Mary University of London's (QMUL) School of Engineering and Materials Science, will feature discussions and interactions between academics teaching on mathematics-based modules at university level aimed at designing assessment questions centred around key mathematical proficiencies for mathematics concepts in STEM disciplines.

The format of this interactive workshop (see detailed agenda and session plans) will involve focused discussion groups and will feature colleagues from different institutions across the UK and further afield coming together to share ideas and disseminate good practice around this area. Developing questions around key proficiencies for specific concepts will enhance mathematics lecturers’ understanding of assessment design and provide them with a solid foundation to make effective use of existing concept inventories as well as develop new ones to address skill deficits and enhance their students’ conceptual understanding.

The workshop will be of interest to a wide range of academic lecturers and education staff (particularly early-career academics) involved in teaching and assessment of mathematics-based modules in higher education. It will also provide a valuable opportunity for cross-institutional discussions about teaching, learning and assessment in mathematics and related STEM disciplines. The participation of several key mathematics education experts involved in the workshop design and delivery will enable a fascinating exchange of ideas between participants.

Important notes:

Registration will be limited to the first 30 individuals signing up, so please only register if you are able to definitely attend in person.

Luncheon as well as tea, coffee and refreshments will be provided on the day.

Registrations are closed

Proficiency-oriented assessment inventories in undergraduate mathematics