POVEY, H. and ANGIER, C. (2007). Creating opportunities for authoritative knowing: some undergraduate experiences of mathematics assessment. Philosophy of mathematics education journal, 21.Full text not available from this repository.
This article considers assessment practices in the field of higher education mathematics courses. It argues that, in the potentially deleterious context of summative assessments, it is possible to re-craft the demands on students to incorporate some opportunities for educative assessment. Evidence, in the form of stories of students' experiences, is offered to suggest that such practices have a contribution to make to widening participation and to the equity agenda.
|Research Institute, Centre or Group:||Sheffield Institute of Education|
|Depositing User:||Ann Betterton|
|Date Deposited:||19 Dec 2008|
|Last Modified:||17 Apr 2015 10:53|
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