An assessment experiment for Mathematics at the University of South Africa (Unisa)

Formative assessment in distance teaching is a complex issue, particularly when diverse students are involved. At Unisa many students from previously disadvantage backgrounds need to be accommodated in tertiary mathematics and science. However, many such students have limited entry-level mathematical knowledge and academic skills. This article focuses on an attempt to balance assessment methods that are feasible in distance teaching with those that have potential to bring about greater learning.