Crossing the boundaries of mathematics assessment through summative self-assessment

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The idea of 'Assessment for Learning' is widely encouraged in education, but mathematics assessment lags behind. In Finland, mathematics is mainly assessed through exams. Implementing alternative assessment practices might cause resistance, from both teachers and students. The present study, conducted in the context of undergraduate mathematics, introduces summative self-assessment that includes the element of self-grading as an assessment model that violates the norms of mathematics assessment. Utilising the discursive framework of boundaries, it was observed whether students were able to cross the boundaries of mathematics assessment.
Original languageEnglish
Title of host publicationInterim Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education
EditorsMaitree Inprasitha, Narumon Changsri, Nisakorn Boonsena
Number of pages9
Publication date2020
Publication statusPublished - 2020
Externally publishedYes
MoE publication typeA4 Article in conference proceedings
EventPsychology of Mathematics Education - Khon Kaen, Thailand
Duration: 21 Jul 202025 Jul 2020

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