ERIC Number: EJ1065961
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Students' Preferences in Undergraduate Mathematics Assessment
Iannone, P.; Simpson, A.
Studies in Higher Education, v40 n6 p1046-1067 2015
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.
Descriptors: Mixed Methods Research, Undergraduate Students, Student Attitudes, Preferences, Student Evaluation, Evaluation Methods, Foreign Countries, Questionnaires, Online Surveys, Mathematics Instruction, Gender Differences, Mathematics Tests, Tests, Semi Structured Interviews, Test Bias
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A