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.
Titel på gästpublikationProceedings of the Psychology of Mathematics Education Conference 2020
Antal sidor8
Status!!Accepted/In press - 2020
MoE-publikationstypA4 Artikel i en konferenspublikation
EvenemangPsychology of Mathematics Education - Khon Kaen, Thailand
Varaktighet: 21 jul 202025 jul 2020

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