{'fraction_non_alphanumeric': 0.014164305949008499, 'fraction_numerical': 0.0, 'mean_word_length': 5.794871794871795, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Dynamic, Online, Objective Assessment for Continuous Assessment

Continuous assessment can be helpful in getting students to practice what they are learning throughout a course. However, the task of administering continuous assessment, especially in a higher education setting, can require a significant amount of effort from teachers and lecturers; as a result, it is possible the quality of tasks encompassed in a continuous assessment strategy will be weakened or lessened. Good online assessment applications can help teachers and lecturers create suitable assessments whilst also providing relevant statistical information that helps them understand the progress students are making in their courses. This chapter will explore the potential for implementing objective, online assessment as a continuous assessment strategy in higher education. Focus will be given particularly to an application known as Maths (previously Mathletics) to explore the features that can exist to support and enhance the learning environment for students in higher education.