The value of varying question design

ABSTRACT

While some tertiary mathematics educators approximated the familiar invigilated, closed-book assessment regime in the online environment forced upon us all by a pandemic, others either by choice or necessity needed to devise a new way to assess their students' learning. This Classroom Note both synthesizes advice from the literature about what might comprise 'internet resistant' question design and provides practical, specific examples to demonstrate how such advice can be put into everyday practice. The examples are annotated, and the potential long-term utility of such question design is discussed, whatever the future of assessment may be.