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How we assess mathematics degrees: the summative assessment diet a decade on

journal contribution
posted on 19.04.2021, 08:38 by Paola Iannone, Adrian Simpson
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.

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

Teaching Mathematics and Its Applications

Publisher

Oxford University Press on behalf of The Institute of Mathematics and its Applications.

Version

AM (Accepted Manuscript)

Rights holder

© The authors

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 Ianonne, P. and Simpson, A. (2021). How we assess mathematics degrees: the summative assessment diet a decade on. Teaching Mathematics and Its Applications, In Press, is available online at: https://doi.org/10.1093/teamat/hrab007

Acceptance date

15/04/2021

Publication date

2021-05-06

ISSN

0268-3679

eISSN

1471-6976

Language

en

Depositor

Dr Paola Iannone. Deposit date: 16 April 2021

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