Date of the Workshop: Friday 4 July 2025
Location: Imperial College London
Introduction
This workshop focused on exploring innovative approaches to feedback and assessment in the context of traditionally exam-based mathematics education. With mathematics courses often relying on closed-book summative exams, the event aimed to rethink these practices to better support student learning and engagement. The workshop’s theme is particularly important given the increasing calls for more formative feedback, varied assessment methods, and integration of emerging technologies in mathematics teaching.
Workshop Overview
Held in-person at Imperial College London, the workshop brought together around 40 academics, education specialists, and mathematics educators from UK institutions. The event featured three expert speakers who shared research and practical strategies around summative assessment alternatives, deliberate practice, and the use of generative AI for feedback in formal mathematical proofs. The schedule included presentations by Dr Paola Iannone, Prof Lara Alcock, and Dr Marie-Amélie Lawn, interspersed with breaks for lunch and coLee, facilitating informal discussions among participants. Attendees were invited to complete a short feedback form at the end of the workshop, which helped gather valuable insights to inform future events. Additionally, the workshop slides were made available to participants via email following the event.
Main Themes and Ideas
Summative Assessment Alternatives (Dr Paola Iannone)
Discussed challenges of traditional closed-book exams in mathematics and introduced alternative assessment models aimed at deepening student understanding and reducing exam-related anxiety.
Deliberate Retrieval Practice in Large Mathematics Lectures (Prof Lara Alcock)
Presented research on using retrieval practice techniques in large lecture settings to improve long-term retention and student performance.
Using Generative AI to Give Feedback on Formal Proofs (Dr Marie-Amélie Lawn)
Explored innovative use of generative AI tools to provide personalised, timely feedback on students’ formal mathematical proofs, highlighting opportunities and challenges.
Emerging Implications and Recommendations
The workshop underscored the importance of diversifying assessment methods in mathematics to foster deeper learning and reduce over-reliance on closed-book exams. Participants recommended further research into scalable feedback tools, including AI applications, and increased collaboration between mathematicians and educational technologists. Survey responses indicated a strong appreciation for the quality of the presentations, with 87.5% rating them 5 out of 5 stars and the remaining 12.5% giving 4 stars. Attendees unanimously agreed that the event was well organised, particularly valuing the ample breaks between talks which provided useful networking opportunities. This positive feedback will guide the planning of future events to ensure eLective scheduling that balances content delivery and interaction time. Additionally, participants suggested a range of topics for future workshops, highlighting a keen interest in continuing discussions around innovative assessment, technology integration, and inclusive teaching practices.
Resources and Links
Workshop slides were shared with participants via email.
Acknowledgments
We thank the Institute of Mathematics and its Applications, the London Mathematical Society, and the Royal Statistical Society for their support. Special thanks to the Department of Mathematics at Imperial College London for hosting the event and to all speakers and participants for their valuable contributions. We are also grateful to the organising committee – Ioanna Papatsouma, Charlotte Kestner, Chris Hallsworth – for their dedication and hard work in making this event a success.
Conclusion
This workshop provided a timely and critical examination of feedback and assessment in exam-based mathematics education. The presentations sparked meaningful discussions on integrating innovative methods and technologies to improve student learning outcomes. The overwhelmingly positive participant feedback and engagement suggest a strong appetite for further exploration in this area. Moving forward, the organising committee will consider the suggestions oLered for future topics and aim to maintain the balance of presentation and networking time that was highly appreciated by attendees.
