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Resource type Diagnostic Testing within Institutions - University of Sussex
First year students in mathematics have been tested at the University of Sussex over the past 25 years using a paper-based diagnostic test. The test has hardly changed during that time. The test and remedial measures are co-ordinated by a senior member of staff, but administered by two postgraduates.
Resource type Diagnostic Testing within Institutions - Coventry University
Diagnostic testing at Coventry University encompasses various disciplines. Co-ordinated by the Maths Support Centre, the test is used to assess the students' ability and target appropriate mathematics support as early as possible. This case study reviews the testing process and how it is linked to appropriate support material, advice and learning resources.
Resource type Diagnostic Testing within Institutions - University of York
Since 1977 a paper-based diagnostic test has been presented to first year mathematics students at the University of York. Based on an interview with the administering lecturer and a student questionnaire this case study examines the procedure, results and student responses to the diagnostic testing process.
Resource type Diagnostic Testing within Institutions - University of Strathclyde
The mathematics department at the University of Strathclyde introduced in 2001 a paper-based diagnostic test to test the elementary mathematics skills of their first year mathematics students.
Resource type Diagnostic Testing and Student Support
Students on Engineering awards at UWE come from a range of academic backgrounds that include A2/AS-Level, B-TEC, Foundation year, overseas qualifications and mature students who in some cases are returning to education after an absence of over ten years. Ensuring that individuals from such a diverse population can develop the necessary mathematical skills and knowledge to cope with the demands of an Engineering award is clearly difficult. In this case study we describe the development of diagnostic testing at UWE and its role in a strategy for teaching mathematics to a large mixed ability group.
Resource type Using Mathematics Diagnostic Testing on Engineering Courses
Even as long ago as the mid-1990s, a survey for the Open Learning Foundation [1] found that most universities were using some form of mathematics diagnostic testing on their first-year undergraduates, usually during Induction Week. With the advent of computer-aided mathematics diagnostic systems such as DIAGNOSYS [2], it has become easier to obtain an off-the-shelf diagnostic system. Even so, many people still use their own in-house tests. This study considers one such example.
Resource type Diagnostic Testing within Institutions - Anglia Polytechnic University
The Department of Mathematics, Physics and Electronics (School of Applied Sciences Anglia Polytechnic University, Cambridge) uses DIAGNOSYS to administer a computer-based diagnostic test, testing the mathematical knowledge of primarily foundation year students.
Resource type Diagnostic Driven Support at UMIST
Students arriving in many of the UMIST departments are required to take a brief maths test on arrival. Mathematics students who underachieve on this test are assigned some questions relevant to sections where they did poorly and also referred to sections from texts and Internet notes. The student�¢??s attempt at the assigned questions acts as a basis for a feedback session. Certain students in other departments (receiving mathematics as a service course) are asked to complete a computerised assignment on areas where they underachieved. Again, they are provided with references to texts and Internet notes.
Resource type Diagnostic Testing for Mathematics
A comprehensive collection of case studies, intended to assist you with the challenge of enhancing the basic mathematical skills of engineering or science students. These case studies focus particularly on diagnostic testing.
Resource type Diagnosis of Mathematical Skills Among Bioscience Entrants
A paper-based diagnostic test of mathematical skills, presented to Stage 1 undergraduates, revealed that entrants encounter difficulties with some of the basic mathematical concepts that are essential if students are to successfully complete a programme of study within the biosciences. Students reacted favourably towards a number of computer-based learning materials aimed at supporting development of their basic mathematical skills through self-directed learning. However, the availability of such resources made no significant difference to the studentsâ?? overall performance in a subsequent test. Some issues and applications are discussed.
Resource type Student Support Based on the Three Stream System at UMIST
UMIST introduced a three level course structure to help students entering civil engineering, chemical engineering, electrical engineering, chemistry, mechanical engineering, computing and optometry to cope with the maths content of each of the courses. Based on previous qualifications and a diagnostic test, students are allocated places within the P, Q and R stream.
Resource type The Maths Revision Booklet as Part of a Programme of Support at University of Newcastle upon Tyne
Computer-based diagnostic testing has been used for new engineering students for some years at University of Newcastle upon Tyne. Follow-up support has been available only in some departments. In summer 2001, new students were issued (in advance or on arrival) with a â??Maths Revision Bookletâ?? covering the basic maths topics that we didnâ??t intend to teach. Following the diagnostic test, lunchtime classes were offered for six weeks, based on the booklet, for those students who wished to attend.We report on the student opinion, analysis of diagnostic and examination performance.
Resource type Diagnostic test in basic calculus - Numbas
12 calculus questions, differentiation and integration. Useful for self diagnosis. Numbas resources have been made available under a Creative Commons licence by Bill Foster and Christian Perfect, School of Mathematics & Statistics at Newcastle University.
Resource type Diagnostic Test in Differentiation - Numbas
26 questions: Product Rule, Quotient Rule and Chain Rule. For those that want a thorough testing of their basic differentiation using the standard rules. Numbas resources have been made available under a Creative Commons licence by the School of Mathematics & Statistics at Newcastle University.
Resource type Diagnostic test in differentiation - Numbas
16 questions: Product Rule, Quotient Rule and Chain Rule. For those that want a thorough testing of their basic differentiation using the standard rules. Numbas resources have been made available under a Creative Commons licence by Bill Foster and Christian Perfect, School of Mathematics & Statistics at Newcastle University.
Resource type Diagnostic Test: Indefinite Integration - Numbas
16 questions: Inverse of differentiation, substitution, inverse trig functions, partial fractions and by parts. For those that want a thorough testing of their basic techniques in integration. Numbas resources have been made available under a Creative Commons licence by the School of Mathematics & Statistics at Newcastle University.
Resource type Diagnostic test in basic maths - Numbas
4 questions testing the precedence of operations applied to integers. In other words testing BIDMAS: Brackets, Indices, Division/Multiplication and Addition/Subtraction. Numbas resources have been made available under a Creative Commons licence by Bill Foster and Christian Perfect, School of Mathematics & Statistics at Newcastle University.
Resource type Student Support and the Bridging Course at University College London
University College London has established a wide selection of teaching resources to support a dramatic increase in the number of entrants to the Mathematics Department. This includes a diagnostic test for all entrants, a workbook for students to complete before the first semester and an integrated system of tutorials, lectures and a problem class. An intense Bridging Course also provides students with a valuable and comprehensive perspective of university mathematics.
Resource type Streaming Undergraduate Physicists for Mathematics Teaching in Year One
Many departments of mathematics, physics and engineering now use some form of diagnostic test to assess the basic mathematical skills of new undergraduates [1]. Results reveal that a typical cohort consists of students with a diverse range of mathematical backgrounds and capabilities. Tests also help to identify those students who lack both confidence and competence and are deemed to be at risk of failing or dropping out in Year One. It is now commonplace for those teaching first year mathematics to be faced by an inhomogeneous student cohort and all are in accord that it has become almost impossible to teach them effectively together. It is against this background that streaming of first year undergraduate physicists into two more homogeneous groups has been introduced at the University of Leeds. The aim is to provide more effective teaching and mathematics support that will get students up to speed and mathematically prepared for their second year.