How COVID-19 Changed University Mathematics: The Shift to Online and Continuous Assessment

What is it about?

This study investigated how the COVID-19 pandemic forced a major shift in how university mathematics is assessed globally . Historically, mathematics was almost always tested through traditional "closed-book" exams, where students were supervised in a hall without access to notes . However, when universities closed, lecturers had to quickly find new ways to grade students remotely. The researchers surveyed 190 mathematics lecturers, primarily based in Europe, to track changes across three periods: before the pandemic, the initial lockdown in early 2020, and the following full academic year (2020–2021). The key findings include: A Move to Open-Book Testing: There was a significant move away from supervised, closed-book exams toward timed "open-book" assessments and more continuous coursework. Concerns Over Cheating: A primary theme throughout the study was a deep concern for academic integrity. Lecturers worried that students could easily use websites, apps, or software to solve mathematical problems for them during online tests. Lower Satisfaction: Lecturers were significantly less satisfied with their assessment methods during the pandemic compared to their traditional pre-pandemic methods. While satisfaction improved slightly after the initial lockdown, it did not return to previous levels. Hard vs. Easy Topics: Logical mathematical "proofs" were identified as the hardest thing to test online because they are difficult to verify in a remote setting. In contrast, basic calculations were easier to automate using online tools, but these were also the easiest areas for students to cheat on using external software. Ultimately, the sources suggest that while the pandemic forced lecturers to diversify their testing methods, many remain unconvinced that online assessment is a perfect replacement for traditional exams. Looking ahead, lecturers are increasingly concerned about how Generative AI will impact the fairness and honesty of mathematics testing in the future

Featured Image

Photo by Eugene Chystiakov on Unsplash

Photo by Eugene Chystiakov on Unsplash

Why is it important?

This article is important because it addresses a critical gap in research regarding how university-level mathematics is assessed, particularly during the unprecedented shift caused by the COVID-19 pandemic. While many studies have focused on student perceptions of online learning, there has been very little documentation regarding the online assessment of mathematics and which specific topics within the field are best suited for remote testing. The significance of this research can be broken down into several key areas: Documenting a Historic Shift: The pandemic created a "unique snapshot in time" where mathematics lecturers—who historically relied heavily on traditional, closed-book, supervised exams—were forced to adopt new methods. The study provides empirical evidence of a statistically significant move away from these traditional exams toward timed open-book assessments and a greater emphasis on continuous coursework. Highlighting the "Maths-Specific" Challenge: The sources suggest that mathematics is often viewed as "different" from other disciplines, leading to a historical over-reliance on a limited "assessment diet". This study identifies why some areas of math are harder to migrate online than others; for instance, logical proofs are difficult to verify remotely, while basic computations are easily automated, making them high-risk areas for cheating. Addressing Academic Integrity: One of the most important contributions of the article is its focus on academic integrity. It highlights that the fear of "contract cheating" (where students hire others or use software like Chegg) was a primary factor in how lecturers designed their tests and why they remained less satisfied with online methods compared to pre-pandemic traditional exams. Forecasting the Future of Education: The article is forward-looking, noting that the concerns lecturers felt about cheating during the pandemic are now being amplified by the emergence of Generative Artificial Intelligence (GenAI). It argues that the lessons learned during the pandemic will be essential for creating "practical and fair" assessment practices as AI becomes more integrated into higher education. Providing Global Data: By surveying 190 lecturers across 27 different countries, the researchers moved beyond anecdotal evidence to provide a comprehensive look at how the mathematics community responded to a global crisis and which of those changes might be sustained in the long term.