Iannone&Simpson(2014)TMA.pdf (222.14 kB)
Mathematics lecturers' views of examinations: tensions and possible resolutions
journal contribution
posted on 2016-06-07, 10:37 authored by Paola Iannone, Adrian SimpsonIf assessment drives learning and the closed book examination dominates the pattern of assessment for undergraduate mathematics (as it does in the UK), lecturers need to ensure that examinations reflect the learning they value. This paper uses a mixed method approach to explore lecturers’ views of
the closed book examination in relation to other assessment methods, their preferences for different types of methods and the extent to which they discriminate between stronger and weaker students. A survey of
staff views confirms the dominance of closed book examinations, but an accompanying interview study shows hidden complexity to this view. In particular a tension between the potential and the reality of examinations is uncovered and suggestions are made for resolving that tension.
History
School
- Science
Department
- Mathematics Education Centre
Published in
Teaching Mathematics and its ApplicationsVolume
34Issue
2Pages
71 - 82Citation
IANNONE, P. and SIMPSON, A., 2015. Mathematics lecturers' views of examinations: tensions and possible resolutions. Teaching Mathematics and its Applications, 34(2), pp. 71-82.Publisher
The Author 2014. Published by Oxford University Press on behalf of The Institute of Mathematics and its Applications.Version
- AM (Accepted Manuscript)
Publisher statement
This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/Publication date
2015Notes
This is a pre-copyedited, author-produced PDF of an article accepted for publication in Teaching Mathematics and its Applications following peer review. The version of record IANNONE, P. and SIMPSON, A., 2015. Mathematics lecturers' views of examinations: tensions and possible resolutions. Teaching Mathematics and its Applications, 34(2), pp. 71-82. is available online at: http://dx.doi.org/10.1093/teamat/hru024ISSN
0268-3679eISSN
1471-6976Publisher version
Language
- en
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