Communicating assessment criteria is not sufficient for influencing students' approaches to assessment tasks – perspectives from a differential equations class
Mallet, Dann G. & Flegg, Jennifer (2011) Communicating assessment criteria is not sufficient for influencing students' approaches to assessment tasks – perspectives from a differential equations class. In SIGMAA RUME 2011, February 24-27, 2011, Portland Marriott, Portland, Oregon.
This report presents the findings of an exploratory study into the perceptions held by students regarding the use of criterion-referenced assessment in an undergraduate differential equations class. Students in the class were largely unaware of the concept of criterion referencing and of the various interpretations that this concept has among mathematics educators. Our primary goal was to investigate whether explicitly presenting assessment criteria to students was useful to them and guided them in responding to assessment tasks. Quantitative data and qualitative feedback from students indicates that while students found the criteria easy to understand and useful in informing them as to how they would be graded, the manner in which they actually approached the assessment activity was not altered as a result of the use of explicitly communicated grading criteria.
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|Item Type:||Conference Paper|
|Keywords:||criterion-referenced assessment, mathematics educators, assessment tasks, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > MATHEMATICAL SCIENCES (010000) > OTHER MATHEMATICAL SCIENCES (019900) > Mathematical Sciences not elsewhere classified (019999)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Education Assessment and Evaluation (130303)
|Divisions:||Past > QUT Faculties & Divisions > Faculty of Science and Technology
Past > Schools > Mathematical Sciences
|Copyright Owner:||Copyright 2011 The Authors|
|Deposited On:||22 May 2011 22:21|
|Last Modified:||22 Feb 2013 02:22|
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