Iannone, Paola and Simpson, Adrian (2021) 'How we assess mathematics degrees: the summative assessment diet a decade on.', Teaching mathematics and its applications. .
Two previous studies mapping university mathematics students’ summative assessment diet in the UK revealed a clear picture. In general there was a dominance of closed book examinations with a strong relationship to departmental league table position. The decade since then has seen many changes in higher education in the UK, particularly in the strength of the student voice. The study we report here replicated the earlier work to see if there has been an impact on the assessment diet. While the analysis shows a very small decrease in the use of closed book examinations, this may be accounted for by the addition of adjunct modules, rather than a broadening of the assessment diet across mainstream mathematics topics.
|Full text:||Publisher-imposed embargo |
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|Publisher Web site:||https://academic.oup.com/teamat|
|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.|
|Date accepted:||15 April 2021|
|Date deposited:||16 April 2021|
|Date of first online publication:||2021|
|Date first made open access:||No date available|
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