Iannone, P. and Simpson, A. (2011) 'The summative assessment diet : how we assess in mathematics degrees.', Teaching mathematics and its applications., 30 (4). pp. 186-196.
Much research and many papers on mathematics pedagogy have discussed assessment and, in particular, the need to provide a varied diet of methods by which students are assessed for the award of their degree. In this article, we explore the mix of assessment methods provided across a range of UK university mathematics departments. We examine the relationship between the mix of assessment methods and type of institution and between the type of assessment and the mathematical topic. We found that closed book exam is still the most common assessment method in undergraduate mathematics, with some new assessment methods, such as projects and presentations, now used in most UK institutions.
|Full text:||(AM) Accepted Manuscript|
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|Publisher Web site:||http://dx.doi.org/10.1093/teamat/hrr017|
|Publisher statement:||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. (2011) 'The summative assessment diet : how we assess in mathematics degrees.', Teaching mathematics and its applications., 30 (4). pp. 186-196 is available online at: http://dx.doi.org/10.1093/teamat/hrr017.|
|Date accepted:||No date available|
|Date deposited:||20 March 2015|
|Date of first online publication:||December 2011|
|Date first made open access:||No date available|
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