Towards a classification of criterion referenced assessment models in mathematics courses - student and academic perspectives PROCEEDINGS
Dann Mallet, Jennifer Flegg, Queensland University of Technology, Australia
Global Learn, in Melbourne, Australia ISBN 978-1-880094-85-3 Publisher: Association for the Advancement of Computing in Education (AACE)
We present the findings of a study into the implementation of explicitly criterion-referenced assessment in undergraduate courses in mathematics. We discuss students' concepts of criterion referencing and also the various interpretations that this concept has among mathematics educators. Our primary goal was to move towards a classification of criterion referencing models in quantitative courses. A secondary goal was to investigate whether explicitly presenting assessment criteria to students was useful to them and guided them in responding to assessment tasks. The data and 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, it did not alter the way the actually approached the assessment activity.
Mallet, D. & Flegg, J. (2011). Towards a classification of criterion referenced assessment models in mathematics courses - student and academic perspectives. In S. Barton, J. Hedberg & K. Suzuki (Eds.), Proceedings of Global Learn 2011 (pp. 479-482). Association for the Advancement of Computing in Education (AACE).
© 2011 AACE