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Title: Mathematics lecturers' views of examinations: tensions and possible resolutions
Authors: Iannone, Paola
Simpson, Adrian
Keywords: Assessment at university
Lecturers's perceptions
Closed book examinations
Issue Date: 2015
Publisher: The Author 2014. Published by Oxford University Press on behalf of The Institute of Mathematics and its Applications.
Citation: 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.
Abstract: If 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.
Description: 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/hru024
Version: Accepted for publication
DOI: 10.1093/teamat/hru024
URI: https://dspace.lboro.ac.uk/2134/21502
Publisher Link: http://dx.doi.org/10.1093/teamat/hru024
ISSN: 0268-3679
Appears in Collections:Published Articles (Mathematics Education Centre)

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