Replacing exam with self-assessment: Reflection-centred learning environment as a tool to promote deep learning

Juuso Henrik Nieminen, Jokke Häsä, Johanna Rämö, Laura Tuohilampi

Research output: Chapter in Book/Report/Conference proceedingConference contributionScientificpeer-review


A new blended learning environment encompassing a wide variety of formative assessment was developed for a large undergraduate mathematics course to promote deep learning approach. In order to enhance reflection, the final exam was replaced by students’ self-assessment. At the end of the course, a cluster analysis found four student clusters differing in their deep and surface learning approaches. Analysis of open feedback questions suggests that the contextual factor most commonly associated with deep learning approach was innovative assessment. Our findings lead us towards understanding how to foster deep learning approach in different kinds of learners.
Original languageEnglish
Title of host publicationProceedings of the 21th Annual Conference on Research in Undergraduate Mathematics Education. San Diego: RUME
EditorsAaron Weinberg, Chris Rasmussen, Jeffrey Rabin, Megan Wawro, Stacy Brown
Place of PublicationSan Diego, CA
PublisherSpecial Interest Group of the Mathematics Association of America for Research in Undergraduate Mathematics Education
Publication date2018
Publication statusPublished - 2018
MoE publication typeA4 Article in conference proceedings
EventConference on Research in Undergraduate Mathematics Education - San Diego, United States
Duration: 22 Feb 201824 Feb 2018

Publication series

NameProceedings of the ... Annual Conference on Research in Undergraduate Mathematics Education
ISSN (Electronic)2474-9346

Fields of Science

  • 516 Educational sciences

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