Crossing the boundaries of mathematics assessment through summative self-assessment

Tutkimustuotos: Artikkeli kirjassa/raportissa/konferenssijulkaisussaKonferenssiartikkeliTieteellinenvertaisarvioitu

Abstrakti

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.
Alkuperäiskielienglanti
OtsikkoInterim Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education
ToimittajatMaitree Inprasitha, Narumon Changsri, Nisakorn Boonsena
Sivumäärä9
Julkaisupäivä2020
Sivut430-438
TilaJulkaistu - 2020
Julkaistu ulkoisestiKyllä
OKM-julkaisutyyppiA4 Artikkeli konferenssijulkaisuussa
TapahtumaPsychology of Mathematics Education - Khon Kaen, Thaimaa
Kesto: 21 heinäkuuta 202025 heinäkuuta 2020

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