Pre-service teachers’ experiences of working with learner-generated example tasks through a computer-aided assessment system

This study reports from 21 pre-service teachers’ (PST) experiences of working with learner-generated example tasks for the first time, through a computer-aided assessment system. The PSTs were observed during engagement with the digital tasks and three of the students volunteered to a follow-up interview. Results indicate that most PSTs found these tasks difficult and struggled to grasp the new approach. Additionally, the one PST who solved all tasks correctly also was the only one that enjoyed the new working strategy. This suggests that new working methods can be overwhelming for PSTs, and that it takes time to engage and implement mathematical tasks designed in a new way.