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The relation between mathematics students’ discipline-based epistemological beliefs and their summative assessment preferences

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journal contribution
posted on 31.01.2019, 15:02 by Paola IannonePaola Iannone, Adrian Simpson
Existing research posits a relationship between undergraduate mathematics students’ mathematics-related epistemological beliefs and their perceptions of summative assessment. This paper reports a study investigating whether there is indeed such a relationship. First and second year mathematics undergraduate students at two universities in the UK were invited to complete a questionnaire, comprising the Assessment Preference Inventory and the Mathematics-Related Beliefs Questionnaire. The results did not support the prediction, with the only statistically significant relation found being one between students’ self-efficacy and their preference for summative assessment methods requiring complex responses. We conclude either that the prediction of the relationship is mistaken, or that concerns about the definition of discipline-based epistemological beliefs, the uniformity of the sample in the study or the issue of validity of the tools used to measure epistemological beliefs may mask the nature of this relationship.

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

International Journal of Research in Undergraduate Mathematics Education

Volume

5

Issue

2

Pages

147–162

Citation

IANNONE, P. and SIMPSON, A., 2019. The relation between mathematics students’ discipline-based epistemological beliefs and their summative assessment preferences. International Journal of Research in Undergraduate Mathematics Education, 5 (2), pp.147–162.

Publisher

© Springer

Version

AM (Accepted Manuscript)

Publisher statement

This is a post-peer-review, pre-copyedit version of an article published in International Journal of Research in Undergraduate Mathematics Education. The final authenticated version is available online at: https://doi.org/10.1007/s40753-019-00086-5

Acceptance date

23/01/2019

Publication date

2019-02-20

ISSN

2198-9745

eISSN

2198-9753

Language

en

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