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.
|Otsikko||Proceedings of the Psychology of Mathematics Education Conference 2020|
|Tila||Hyväksytty/In press - 2020|
|OKM-julkaisutyyppi||A4 Artikkeli konferenssijulkaisuussa|
|Tapahtuma||Psychology of Mathematics Education - Khon Kaen, Thaimaa|
Kesto: 21 heinäkuuta 2020 → 25 heinäkuuta 2020