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

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.