E-ASSESSMENTS AND HOW IT CAN BE ADAPTED TO MATHEMATICAL E-LEARNING Enosha Hettiarachchi, Maria Antonia Huertas Universitat Oberta de Catalunya khettiarachchi@uoc.edu , mhuertass@uoc.edu Abstract : e-Assessment which is most commonly known as online assessments has become a very integral part of study programmes which are mainly conducted in an online environment. The main reason is that mostly academics are seeking to expand assessment tasks. While at the same time broaden the range of skills assessed and provide students with more timely and informative feedback on their progress. Other reason is to generate effective assessment that can ease academic staff workloads. On the other hand educational institutes prefer online assessments because it facilitates immediate feedback through automated marking and therefore it is possible to conduct programmes in mass scale. [1] Adaption of e-assessments may help academics by reducing their workload of making large volumes of papers as well as by making the assessment-related administration task efficient. Also the adaption of e-assessments to normal lab based or paper based manual examinations in the early stages, will add a significant cost to both staff workload and overall expenses of creation and development of assessments. E-assessments can be categorized as Diagnostic, Formative and Summative assessments based on at which stage of the learning, the assessment is carried out. Generally e-assessments can be taken as either Computer-Based Assessments (CBA) or Computer-Assisted Assessments (CAA). In an online environment, both teaching and learning has a direct relationship and as the medium for this interaction, a Learning Management System (LMS) is used. Using a LMS which is also sometimes known as a Virtual Learning Environment (VLE) only for teaching and learning and then using a manual method of assessment is not very productive. Therefore it is needed to integrate the task of assessment into the LMS as well. When considering about e-assessments we have to look at the contexts where they are most appropriate as well as the benefits and limitations of e-assessments as well. In this paper we will be discussing in detail about e-assessments in general and the relationship between assessments, teaching and learning, the types and benefits and limitations of e-assessments and contexts where e-assessments are most suited. The need for e-assessments for mathematical e-learning is also discussed.