POVEY, H. and ANGIER, C. (2007). Creating opportunities for authoritative knowing: some undergraduate experiences of mathematics assessment. Philosophy of mathematics education journal, 21.
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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 |
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Research Institute, Centre or Group - Does NOT include content added after October 2018: | Sheffield Institute of Education |
Depositing User: | Ann Betterton |
Date Deposited: | 19 Dec 2008 |
Last Modified: | 18 Mar 2021 21:45 |
URI: | https://shura.shu.ac.uk/id/eprint/165 |
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