The application of computer aided assessment (CAA) is widely employed across many domains in Higher Education. It is suggested that computer aided methods of assessment offer several benefits in Higher Education such as reduction in lecturer workload for large class groups and the possibility of a higher degree of consistent objectivity in the assessment process. The increasing sophistication offered by CAA systems makes the use of such technologies attractive for assessment purposes. The assessment develops a communication with the student where feedback and estimation of performance are the main components. Research focusing on the assessment technologies (Jordan, 2013; Sangwin, 2012; Narciss et al, 2014) suggests growing maturity in the domain of mathematics and the promise of greater availability of such technologies to lecturing staff. The benefits and positive aspects of online assessment have been outlined in the literature for, mathematics applications (Passmore & Brookshaw, 2011), online quizzing (Jordan, 2013) and formative assessment and feedback (Tempelaar et al, 2014; Cox 2012). The growth of Computer Algebra Systems (CAS) (Sangwin, 2012) extends the mechanics of computer aided assessment systems by introducing greater capability to consider concepts that are too abstract for lower order testing methods; for example, Multiple Choice Questioning. The importance of the role of assessment technologies cannot be understated and their encapsulation within Higher Education curricula is becoming an accepted element of programme design.

In Ireland, the mathematics curriculum was redesigned (Prendergast, 2016) in an attempt to address reported deficiencies in the mathematical skillsets of students at second level. A review of the mathematics provision (McCraith, 2015) raised further issues about the skillset with particular reference to the transition from second level to third level, the use of Information and Communications Technologies, and international comparison. Discussion with lecturing colleagues in a similar Higher Education institution in Finland revealed similar concerns (Rinneheimo, 2010; Cole et al, 2014).

This paper presents the findings from a two year longitudinal study conducted by the partner Higher Education institutes in Finland and Ireland using a mixed methods approach beginning in academic year 2015/2016. The research gathered information from students and lecturers on their respective expectations and perceptions about online assessment of first year engineering mathematics. The basis for the research was anecdotal observation of negative behavioural attributes, prior to, and shortly after, online assessment. Evidence within the literature suggests these attributes may be deeply embedded in students as they make the transition to third level (Gallimore & Stewart, 2014), leading to greater support requirements in third level. The research outputs are forming a baseline for the design of improved programmes utilizing online assessment methods. The interaction of students and staff with the technologies is vital to the success of these programmes, in conjunction with an understanding of the perceptions held by students (Tempel & Newmann, 2014) in relation to barriers, and how students engage online.

The research was designed within the boundaries of a social-cognitive approach, to self-efficacy theory, within engineering mathematics (Bandura, 1977; Martchand, 2012; Artino & Jones, 2012), as the core concept, to help the researchers gain a better understanding of the online assessment experiences, prior to and post assessment. The premise is that the actions and reactions of the students are influenced by their own observations and experiences; these pre-existing attributes are determining factors of self-efficacy and awareness of learning. The study of lecturers as a parallel activity was conducted to determine if any mismatch exists between the expectations and perceptions of lecturers and those of students. 

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