Crossing the boundaries of mathematics assessment through summative self-assessment

Juuso Henrik Nieminen

Crossing the boundaries of mathematics assessment through summative self-assessment

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Scientific › peer-review

Abstract

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 language	English
Title of host publication	Interim Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education
Editors	Maitree Inprasitha, Narumon Changsri, Nisakorn Boonsena
Number of pages	9
Publication date	2020
Pages	430-438
Publication status	Published - 2020
Externally published	Yes
MoE publication type	A4 Article in conference proceedings
Event	Psychology of Mathematics Education - Khon Kaen, Thailand Duration: 21 Jul 2020 → 25 Jul 2020

Access to Document

RR_NieminenAccepted author manuscript, 145 KB

https://pme44.kku.ac.th/home/uploads/welcome/interim_proceedings.pdfLicence: Unspecified

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Digital Self-Assessment (DISA)
Rämö, J., Tuohilampi, L., Häsä, J. I. A., Pauna, M., Nieminen, J. H., Virtanen, V. & Asikainen, H.
01/08/2016 → …
Project: Research project

Cite this

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title = "Crossing the boundaries of mathematics assessment through summative self-assessment",

abstract = "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.",

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Nieminen, JH 2020, Crossing the boundaries of mathematics assessment through summative self-assessment. in M Inprasitha, N Changsri & N Boonsena (eds), Interim Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education. pp. 430-438, Psychology of Mathematics Education, Khon Kaen, Thailand, 21/07/2020. <https://pme44.kku.ac.th/home/uploads/welcome/interim_proceedings.pdf>

Crossing the boundaries of mathematics assessment through summative self-assessment. / Nieminen, Juuso Henrik.

Interim Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education. ed. / Maitree Inprasitha; Narumon Changsri; Nisakorn Boonsena. 2020. p. 430-438.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Scientific › peer-review

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Y2 - 21 July 2020 through 25 July 2020

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Crossing the boundaries of mathematics assessment through summative self-assessment

Abstract

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Digital Self-Assessment (DISA)

Cite this