Alternative mathematics assessment during university closures due to Covid-19
Bibliographic Data
| ID | 21530623 |
|---|---|
| Authors | Olivia Fitzmaurice (0000-0002-2919-4078, University of Limerick, corresponding author), Eabhnat Ní Fhloinn (0000-0002-3840-2115, Dublin City University) |
| Year | 2021 |
| Volume | 40 |
| Issue | 2 |
| Pages | 187-195 |
| Publication date | 2021-04-03 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Irish Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0332-3315 • E-ISSN: 1747-4965 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03323315.2021.1916556 |
| OpenAlex | W3153552389 |
| Language | EN |
| Citations received | 5 |
| References cited | 8 |
Summative and formative assessment are a core part of the teaching and learning process. A broad range of assessment methods is desirable to give a true measure of students’ understanding and progress. However, research indicates that proctored, closed-book, summative assessments are traditionally favoured by university mathematics lecturers. In March 2020, assessment practices had to be abruptly reconsidered by the majority, midway through semester. An online survey of how mathematics lecturers adapted to emergency remote teaching was conducted in June 2020, with responses from 257 teaching staff in 29 countries. In this paper, the authors detail how assessment in mathematics was undertaken, remotely and virtually. We investigate how lecturers dealt with an enforced move away from traditional closed-book, highly-weighted, proctored, in-person examinations, and how satisfied they were with their eventual assessments. We also explore lecturers’ perceptions of the impact the changes had on grade distribution during this unique teaching period. Finally, we report on whether their approaches to teaching the same modules in the future will change as a result of their experience of emergency remote teaching during the COVID-19 pandemic
Formative assessment · Mathematics education · Medical education · Online Teaching · Pandemic · Summative assessment · Education and Critical Thinking Development · Mathematics Education and Programs · Medicine · Psychology · Student Assessment and Feedback
Covid-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain
The Impact of the Covid-19 Pandemic upon Mathematics Assessment in Higher Education
Recommendations Based on Experiences of Pandemic‐Led Remote Mathematics Teaching in Pre‐K–12 Contexts
Designing, navigating and nurturing virtual learning spaces
Assessment purposes and theoretical foundations in university mathematics assessment practices
| Citations per year | 1.25 |
|---|---|
| Citation span | 2022 - 2025 (4) |
| Highly cited | No |