Creating opportunities for authoritative knowing: some undergraduate experiences of mathematics assessment

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.
Official URL: http://people.exeter.ac.uk/PErnest/pome21/index.ht...

Abstract

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.

Item Type: Article
Research Institute, Centre or Group: Centre for Education and Inclusion Research
Depositing User: Ann Betterton
Date Deposited: 19 Dec 2008
Last Modified: 23 Sep 2010 12:28
URI: http://shura.shu.ac.uk/id/eprint/165

Actions (login required)

View Item

Downloads

Downloads per month over past year

View more statistics