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Title: Students' perceptions of assessment in undergraduate mathematics
Authors: Iannone, Paola
Simpson, Adrian
Keywords: Assessment of mathematics
Higher education
Students’ perceptions
Issue Date: 2013
Publisher: © 2013 British Society for Research into Learning Mathematics. Published by Taylor and Francis
Citation: IANNONE, P. and SIMPSON, A., 2013. Students' perceptions of assessment in undergraduate mathematics. Research in Mathematics Education, 15(1), pp. 17-33.
Abstract: 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.
Description: 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
Version: Accepted for publication
DOI: 10.1080/14794802.2012.756634
URI: https://dspace.lboro.ac.uk/2134/21508
Publisher Link: http://dx.doi.org/10.1080/14794802.2012.756634
ISSN: 1479-4802
Appears in Collections:Published Articles (Mathematics Education Centre)

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