  This article presents the findings of a case study which introduced online
quizzes as a form of assessment in pure mathematics. Rather than being designed
as an assessment of learning, these quizzes were designed to be an assessment
for learning; they aimed to academically support students in their transition
from A-Level mathematics to university-level pure mathematics by providing an
extrinsic motivation to engage them with their learning material early on and
to emphasise the small details within proofs, such as defining notation, which
are not necessarily emphasised by written homework assignments. The results
obtained during the two-year study using online quizzes show e-assessment to be
a powerful complementary tool to traditional written homework assignments.
