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Students' perceptions of assessment in undergraduate mathematics

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posted on 2016-06-07, 12:11 authored by Paola Iannone, Adrian Simpson
A consistent message emerges from research on undergraduate students’ perceptions of assessment which describes traditional assessment as detrimental to learning. However this literature has not included students in the pure sciences. Mathematics education literature advocates the introduction of innovative assessment at university. In this literature however students’ voices tend to be unheard. We investigate mathematics students’ perceptions of assessment at one high-ranking UK University. We find that, in contrast to the message from the general literature, students perceive traditional assessment as the best discriminator of ability. We suggest that the drive towards the introduction of innovative assessment in mathematics should be considered in the light of students’ perceptions and that further research is needed to investigate the origins of those perceptions as well as how those perceptions may be influenced by the subject of study.

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

Research in Mathematics Education

Volume

15

Issue

1

Pages

17 - 33

Citation

IANNONE, P. and SIMPSON, A., 2013. Students' perceptions of assessment in undergraduate mathematics. Research in Mathematics Education, 15(1), pp. 17-33.

Publisher

© 2013 British Society for Research into Learning Mathematics. Published by Taylor and Francis

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

2013

Notes

This is an Accepted Manuscript of an article published by Taylor & Francis in Research in Mathematics Education on 7th January 2013, available online: http://dx.doi.org/10.1080/14794802.2012.756634

ISSN

1479-4802

eISSN

1754-0178

Language

  • en

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