Exploring approaches to mathematical notation in digital assessments

Digital assessments offer opportunities for fresh approaches to how learners demonstrate what they know, understand and can do. In subjects like mathematics, which rely heavily on notation, there are some unique challenges to consider.

While word processing is a familiar and established part of daily life for many learners, key differences emerge when comparing how we can express and interact with mathematical concepts on screen versus by hand. Participants in our workshops noted that digital approaches to mathematical expression are relatively new, which encouraged us to explore this further. 

We have worked with stakeholders to better understand ways in which mathematics could be assessed validly on screen and what benefits could be achieved through digital approaches. We collaborated with Grasple, whose platform specialises in learning and assessment related to mathematical constructs, and three further education institutions, to use the platform in classroom settings. This blog shares insights from teachers and learners, reflecting on learner engagement, user experience and the practicalities of on-screen assessments in mathematics.

Learner experience: balancing familiarity and functionality

Learner feedback revealed mixed reactions, showing both curiosity and some hesitation toward using a digital platform in this subject. While many learners appreciated the novelty of using an on-screen platform, as well as receiving immediate feedback, some felt that using a digital platform slowed down their problem-solving process. For many users, traditional paper methods remained the preferred option for longer or complex calculations, as learners often worked through their solutions on paper before inputting a final answer digitally. Many learners also needed to spend time familiarising themselves with digital entry so that they could type out equations and answers accurately.

A key insight has been that learners value tactility in their problem-solving processes, and teachers found that a hybrid approach (allowing learners to work out solutions on paper before transferring answers digitally) eased the transition and maintained engagement. This blended approach proved especially effective in assessments involving detailed steps and calculations, which can be difficult to replicate digitally. Teachers suggested the integration of digital tools such as graphics pads and styluses could be beneficial in bridging the gap between paper-based problem solving and digital input. 

Parameterisation: a time-saving solution

Parameterisation is a feature in Grasple which allows single questions to be transformed into multiple variations by altering the numerical values while retaining the same skills focus. Its use can mean a reduction in development time and broadening the range of items that learners encounter. Combined with automatic marking, teachers reported reductions in their workloads and valued the ability it gave to provide immediate feedback to learners.

Embracing adaptive feedback

Grasple’s adaptive feedback feature, which can provide specific guidance based on a learners response to a question, was received positively where it could be implemented. Its worth noting that this is something that was not always possible as the feedback had to be written and programmed by teachers in advance, and is linked to what they perceived common mistakes could be. 

The feature’s ability to offer targeted prompts was seen as beneficial for learners, encouraging immediate correction and prompting a deeper understanding of the target skills. 

However, the feedback system faced limitations with complex mathematical responses, where varied error patterns made it challenging to predict every potential mistake. Teachers suggested that an AI-driven solution could enhance feedback by predicting a broader range of responses.

Adaptive testing experiences with conditional logic

Another powerful aspect of the platform is its conditional logic, which adapts assessments based on learner responses: correct answers lead to more challenging questions, while incorrect responses prompt additional support to build learner confidence. When combined with parameterisation and adaptive feedback, pre-programmed by teachers, the platform enables differentiated learning in real-time, supporting teachers to meet a range of learners’ needs and enabling more individualised learning pathways.

Moving forward: balancing innovation, validity and manageability  

This work demonstrated both the promise and the complexities of integrating digital assessment in notation-based subjects. 

Both teachers and learners found the on-screen format to be novel, likely because it differs significantly from traditional classroom practices in this subject area. Feedback revealed that features such as adaptive feedback, conditional logic, and parameterisation were well-received by participants. 

However, to fully leverage these features, a period of familiarisation is necessary for both teachers, from a development perspective, and learners, for engaging with the software to complete exercises. If sufficient familiarisation takes place, there is the potential for digital platforms to offer meaningful benefits to the way mathematics can be delivered and assessed.  

As learning providers continue to develop their digital approaches to teaching and learning, and the range and features of available hardware and software continue to evolve, the way mathematics is delivered is likely to evolve. 

We encourage providers to tell us about their digital formative assessment approaches, in mathematics or any subject, through our Have Your Say platform – we look forward to hearing from you.