Students' perceptions of assessment in undergraduate mathematics

Iannone, Paola; Simpson, Adrian P.

doi:10.1080/14794802.2012.756634

Cited by 19 publications

(21 citation statements)

References 28 publications

(33 reference statements)

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“…This formative feedback represents a big advantage for on-line testing since it opens the possibility of providing students with customised feedback given that the computer can generate this based on the answer given by the student (López, 2009). While academics may have a wide variety of reasons for selecting particular assessment methods, they need to be aware of their students' perceptions of these methods and how these influence students' learning (Iannone & Simpson, 2013). However, in order to obtain a complete view of the context, it is also important to consider what students' think about learning mathematics through technology.…”

Section: Background Of Collected Datamentioning

confidence: 99%

The role of attitudinal factors in mathematical on-line assessments: a study of undergraduate STEM students

Gonzaga

Walet

2017

Assessment & Evaluation in Higher Education

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This study explores student attitudes to the use of substantive on-line assessments that require mathematical answers. Our goal is to learn what are the important aspects in a design of more effective e-assessments that support learning of mathematical subjects in a higher education setting. To that end we analyse the effects of a variety of attitudinal factors towards such assessments amongst a cross-section of 1 st year students in an English University. These students were all previously exposed to on-line assessments containing substantial mathematical work, including testing of and feedback on the algebraic structure of their answers. They were provided with detailed online feedback, and we therefore specifically examine the effect of formative feedback on the usage of educational technology. Our results suggest that students find on-line feedback more enjoyable and useful than traditional feedback. 'Attitude' and 'Enjoyment' are the two most important factors influencing their usage intention. Our results also show that, even for this digital generation, confidence in using computers and the availability of support for using information technology are important factors in making effective use of on-line assessments.

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Section: Background Of Collected Datamentioning

confidence: 99%

The role of attitudinal factors in mathematical on-line assessments: a study of undergraduate STEM students

Gonzaga

Walet

2017

Assessment & Evaluation in Higher Education

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“…The mix of assessment methods encountered, the connection between methods and subject matter and the differential contribution of methods to final marks is described by Iannone and Simpson (2013) as "the assessment diet". In mathematics, the assessment diet in the UK is surprisingly uniform (Iannone and Simpson 2011).…”

Section: Assessment Of Mathematics At University In the Ukmentioning

confidence: 99%

Students' preferences in undergraduate mathematics assessment

Iannone

Simpson

2014

Studies in Higher Education

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Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Existing research into students' preferences for assessment methods has been developed from a restricted sample: in particular, the voice of students in the 'hard-pure sciences' has rarely been heard. We conducted a mixed method study to explore mathematics students' preferences of assessment methods. In contrast to the message from the general assessment literature, we found that mathematics students differentially prefer traditional assessment methods such as closed book examination; they perceive them to be fairer than innovative methods and they perceive traditional methods to be the best discriminators of mathematical ability.We also found that although students prefer to be assessed by traditional methods they are also concerned by the mix of methods they encounter during their degree, suggesting that more account needs to be taken about the students' views of this mix. We discuss the impact of the results on the way general findings about assessment preference should be interpreted.

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“…All three students described how they benefited from engaging in the self-assessment process. We propose that promoting UDA is especially important in the exam-driven assessment culture of undergraduate mathematics [7,8]. Here, summative self-assessment was utilised to consider many access skills related to assessment during the actual design process and not just retrospectively.…”

Section: Discussionmentioning

confidence: 99%

“…For example, Perkin and Croft [5] highlighted issues that dyslexic students of university mathematics might encounter in their studies, including problems with mathematical notation, learning strategies and examination situations. Furthermore, it has been claimed that teaching in undergraduate mathematics education has largely been centred on teacher-driven content delivery through non-interactive lecturing and traditional testing [6][7][8], which might create challenges for addressing the needs of the diversity of learners with its 'one-size-fits-all' approach. Earlier research has especially suggested that traditional mathematical learning environments are not designed for disabled students, creating barriers to learning [9] and framing students only through their deficits [10].…”

Section: Introductionmentioning

confidence: 99%

Taking Universal Design Back to Its Roots: Perspectives on Accessibility and Identity in Undergraduate Mathematics

Nieminen

Pesonen

2019

Education Sciences

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Universal Design has been promoted to address the diversity of learners in higher education. However, rarely have Universal Design implementations been evaluated by listening to the voices of disabled students. For this study, we investigated the perceptions of three disabled students who took part in an undergraduate mathematics course designed with the principles of Universal Design for Learning and Assessment. The study consists of two parts. First, we observed the experiences students had in relation to the accessibility of the course design. The second part consisted of a further analysis of the students identifying processes to understand how they talked about their learning disabilities during the course. Our results highlight many opportunities and challenges that the course offered to the students, whilst also raising concerns about how the students excluded themselves from their student cohort in their identifying narratives. Based on our results, we argue that Universal Design should be returned to its roots by connecting it with the social model of disability. We call for future research to learn from our mistakes and consider the identifying processes of the students while designing, and hopefully co-designing, inclusive learning environments in mathematics.

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Students' perceptions of assessment in undergraduate mathematics

Cited by 19 publications

References 28 publications

The role of attitudinal factors in mathematical on-line assessments: a study of undergraduate STEM students

The role of attitudinal factors in mathematical on-line assessments: a study of undergraduate STEM students

Students' preferences in undergraduate mathematics assessment

Taking Universal Design Back to Its Roots: Perspectives on Accessibility and Identity in Undergraduate Mathematics

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