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ERIC Number: EJ1064562
Record Type: Journal
Publication Date: 2015-Jun
Pages: 12
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0268-3679
Mathematics Lecturers' Views of Examinations: Tensions and Possible Resolutions
Iannone, Paola; Simpson, Adrian
Teaching Mathematics and Its Applications, v34 n2 p71-82 Jun 2015
If assessment drives learning and the closed book examination dominates the pattern of assessment for undergraduate mathematics (as it does in the UK), lecturers need to ensure that examinations reflect the learning they value. This article uses a mixed method approach to explore lecturers' views of the closed book examination in relation to other assessment methods, their preferences for different types of methods and the extent to which they discriminate between stronger and weaker students. A survey of staff views confirms the dominance of closed book examinations, but an accompanying interview study shows hidden complexity to this view. In particular a tension between the potential and the reality of examinations is uncovered and suggestions are made for resolving that tension.
Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A