Bridging the Gap: A Collaborative Approach to Mathematics Diagnostic Testing for STEM Student Transition in Scotland
DOI:
https://doi.org/10.21100/msor.v24i3.1689Keywords:
Diagnostic testing, Transitions, ScotlandAbstract
This case study reports on a collaboration between Heriot-Watt University and University of Glasgow mathematics support services to develop a comprehensive diagnostic test based on Scottish Qualifications Authority[1] (SQA) Higher Mathematics, which is the essential foundation for most STEM degrees across Scottish Higher Education institutions.
Building upon the work of Shearman et al. (presented at CETL-MSOR 2023), our test was developed using NUMBAS's diagnostic mode, carefully mapped to SQA Higher Mathematics learning outcomes. This provides students with immediate feedback on their mathematical preparedness, whilst also generating detailed analytical data for mathematics support practitioners and academic staff. This paper details the development phases, including the initial pilot deployment and subsequent refinements based on user feedback and performance data. We further discuss our future plans to make the test openly available to students, lecturers, teachers and pupils across Scotland.
[1] The Scottish Qualifications Authority (SQA) changed its name to Qualifications Scotland after this paper was submitted for publication. All references to the SQA now relate to Qualifications Scotland.
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