ABSTRACT
This chapter focuses on some of the issues involved in assessing students working in a problem-or enquiry-based way. Such classes might be common in engineering and mathematically based courses, supporting applications of numerical work in economics or geography. Increasingly, problem-based approaches are being used to support work in other knowledge-dominated subjects, such as problem-based learning techniques used in the medical curriculum. These techniques are being adapted and applied in engineering contexts where team work and processes of defining and solving problems are being assessed as well as the results and calculations. Computer-based assessment is becoming an important way of identifying and developing students’ mathematical abilities outside of contact time. See Chapter 3 for definitions and some examples of sources of software.
