Iannone_Simpson(2013)RME.pdf (918.8 kB)
Students' perceptions of assessment in undergraduate mathematics
journal contribution
posted on 2016-06-07, 12:11 authored by Paola Iannone, Adrian SimpsonA 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 EducationVolume
15Issue
1Pages
17 - 33Citation
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 FrancisVersion
- 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
2013Notes
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/10.1080/14794802.2012.756634ISSN
1479-4802eISSN
1754-0178Publisher version
Language
- en