Using Affordances and Constraints to Evaluate the Use of a Formative e-Assessment System in Mathematics Education

e-Assessment systems provide affordances for learning mathematics by means of formative feedback. However, there is a lack of research on affordances of e-assessment systems, and work remains to be done before evaluating their effect on mathematical learning. This paper uses the e-assessment system Numbas and proposes a framework to capture the affordances and constraints of the system at the technological, student, classroom, mathematics subject, and assessment level. The aim of the paper is to explore affordances and constraints that emerge at these levels, and the effect of formative feedback on mathematical learning. Based on the results, some concluding remarks and recommendations for future work are proposed.