Vol 21, No 1 (2023)

Special Issue: CETL-MSOR Conference 2022 Part 1

DOI: https://doi.org/10.21100/msor.v21i1

Full Issue

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Table of Contents

Articles

Front Matter
Alun Owen
PDF
1-2
Editorial
Alun Owen, Anne Savage
PDF
3
Assessment as a barrier to inclusion
Tony Mann
PDF
4-8
Collusion, Rackets, and Plagiarism in Assessments
Alan James Walker
PDF
9-17
An Updated Show of Hands
Helen Berrington, Eleftherios Kastis, Anna Karapiperi
PDF
18-22
Improving student engagement through employability themed group work
Simon A. Fairfax
PDF
23-28
Automatic assessment of mathematical programming exercises with Numbas
Chris Graham
PDF
29-42
Correct for the wrong reason: why we should know more about Mathematical Common Student Errors in e-Assessment questions
Indunil Sikurajapathi, Karen Henderson, Rhys Gwynllyw
PDF
43-51
“It’s so unfair” – Can we increase student perceptions of equity in the grading of group assessments by allowing them to declare a distribution of workload?
Laurence Matthew Shaw
PDF
52-57
Using online STACK assessment to teach complex analysis: a prototype course design?
Richard Gratwick, Steven O'Hagan
PDF
58-64
Adapting successful online activities for in-person classes - a new challenge
Ewan Russell
PDF
65-75
The sigma Accessibility Special Interest Group: Resources Update
Ruth Hand, Ciarán Mac an Bhaird, Peter Mulligan, James O'Malley, Rachel O'Neill
PDF
76-80