Correct for the wrong reason: why we should know more about Mathematical Common Student Errors in e-Assessment questions

Abstract

Students may arrive at an incorrect answer when answering a mathematical question due to several reasons, such as random errors, calculation errors or misreading the question. Such errors are sometimes referred to as Common Student Errors (CSEs). This article explains why it is important to know more about Mathematical CSEs in e-Assessment questions, using several examples encountered while conducting the CSE Project at the University of the West of England (UWE Bristol). The CSE Project at UWE Bristol began with an aim of developing a technique to detect CSEs and provide tailored feedback in e-Assessment questions delivered via Dewis, UWE Bristol’s in-house e-Assessment system.  In this research article, we present one important finding of this project that is related to the parameter selection(s) of e-Assessment questions which have at least one CSE.  We highlight why, in this digital era, it is more vital than ever to know more about mathematical CSEs.