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A carefully constructed method of assessment using short, formative, invigilated in-tutorial quizzes is investigated to see how successful this method is compared to previous assessment tasks. We look at whether student engagement increased, given that students who enter university often face issues with the transition from school, and engagement is a factor affecting their success. First-year mathematics courses see a wide variety of students from various mathematical backgrounds who may not know or have little experience with, how to approach their tertiary study. This paper presents a way of using assessment to engage and motivate students who are studying first-year mathematics at university. Assessment is an essential feature of student learning and it is important to use it effectively to benefit the education and learning practices of students. Our study focuses on a particular method of assessment which we found to be successful. We will introduce this method and analyse its effectiveness using both quantitative and qualitative data obtained from a cohort of students enrolled in a large first-year mathematics unit in an Australian university. Furthermore, we give the academic a list of guidelines should they wish to adapt this assessment into their own teaching practices.

A carefully constructed method of assessment using short, formative, invigilated in-tutorial quizzes is investigated to see how successful this method is compared to previous assessment tasks. We look at whether student engagement increased, given that students who enter university often face issues with the transition from school, and engagement is a factor affecting their success. First-year mathematics courses see a wide variety of students from various mathematical backgrounds who may not know or have little experience with, how to approach their tertiary study. This paper presents a way of using assessment to engage and motivate students who are studying first-year mathematics at university. Assessment is an essential feature of student learning and it is important to use it effectively to benefit the education and learning practices of students. Our study focuses on a particular method of assessment which we found to be successful. We will introduce this method and analyse its effectiveness using both quantitative and qualitative data obtained from a cohort of students enrolled in a large first-year mathematics unit in an Australian university. Furthermore, we give the academic a list of guidelines should they wish to adapt this assessment into their own teaching practices. [ABSTRACT FROM AUTHOR]