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How we assess mathematics degrees: the summative assessment diet a decade on

Iannone, Paola; Simpson, Adrian

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Authors

Paola Iannone



Abstract

Two previous studies mapping university mathematics students’ summative assessment diet in the UK revealed a clear picture. In general there was a dominance of closed book examinations with a strong relationship to departmental league table position. The decade since then has seen many changes in higher education in the UK, particularly in the strength of the student voice. The study we report here replicated the earlier work to see if there has been an impact on the assessment diet. While the analysis shows a very small decrease in the use of closed book examinations, this may be accounted for by the addition of adjunct modules, rather than a broadening of the assessment diet across mainstream mathematics topics.

Citation

Iannone, P., & Simpson, A. (2022). How we assess mathematics degrees: the summative assessment diet a decade on. Teaching Mathematics and its Applications: An International Journal of the IMA, 41(1), 22-31. https://doi.org/10.1093/teamat/hrab007

Journal Article Type Article
Acceptance Date Apr 15, 2021
Online Publication Date May 6, 2021
Publication Date 2022-03
Deposit Date Apr 16, 2021
Publicly Available Date Jun 14, 2022
Journal Teaching Mathematics and its Applications: An International Journal of the IMA
Print ISSN 0268-3679
Electronic ISSN 1471-6976
Publisher Oxford University Press
Peer Reviewed Peer Reviewed
Volume 41
Issue 1
Pages 22-31
DOI https://doi.org/10.1093/teamat/hrab007

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Publisher Licence URL
http://creativecommons.org/licenses/by/4.0/

Copyright Statement
© The Author(s) 2021. Published by Oxford University Press on behalf of The Institute of Mathematics and its Applications.
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted reuse, distribution, and reproduction in any medium, provided the original work is properly cited.





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