Citations (14)
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Shuting (Alice) Sun, Xuesong (Andy) Gao, Bita Dwi Rahmani, Priyanka Bose & Chris Davison. (2023) Student voice in assessment and feedback (2011–2022): a systematic review. Assessment & Evaluation in Higher Education 48:7, pages 1009-1024.
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Emma Howard, Maria Meehan & Andrew Parnell. (2019) Quantifying participation in, and the effectiveness of, remediating assessment in a university mathematics module. Assessment & Evaluation in Higher Education 44:1, pages 97-110.
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Elizabeth Acosta-Gonzaga & Niels R. Walet. (2018) The role of attitudinal factors in mathematical on-line assessments: a study of undergraduate STEM students. Assessment & Evaluation in Higher Education 43:5, pages 710-726.
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Paola Iannone & Adrian Simpson. (2017) University students’ perceptions of summative assessment: The role of context. Journal of Further and Higher Education 41:6, pages 785-801.
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Ciarán Mac an Bhaird, Brien C. Nolan, Ann O’Shea & Kirsten Pfeiffer. (2017) A study of creative reasoning opportunities in assessments in undergraduate calculus courses. Research in Mathematics Education 19:2, pages 147-162.
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Tim Deignan & Sally Brown. (2016) Educator perspectives on the use of alternative assessment methods within taught Masters programmes: an exploratory study using activity theory and Q methodology. Educational Review 68:4, pages 379-402.
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Gustavo Martínez-Sierra, María E. Valle-Zequeida, Marisa Miranda-Tirado & Crisólogo Dolores-Flores. (2016) Social Representations of High School Students About Mathematics Assessment. Canadian Journal of Science, Mathematics and Technology Education 16:3, pages 247-258.
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Tina Rapke. (2016) A process of students and their instructor developing a final closed-book mathematics exam. Research in Mathematics Education 18:1, pages 27-42.
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P. Iannone & A. Simpson. (2015) Students' preferences in undergraduate mathematics assessment. Studies in Higher Education 40:6, pages 1046-1067.
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Articles from other publishers (5)
Francisco Niño & Sergio Gómez. (2022) Trends and Research on the Teaching and Learning of Mathematics in Higher Education Institutions Through Mobile Learning. International Journal of Mobile and Blended Learning 14:1, pages 1-21.
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Ruiqin Gao, Xiumei Liu & Xumei Fan. (2022) Factors associated with Chinese undergraduates’ perceptions of the ethical issues in classroom assessment practices—a mixed methods study. Educational Assessment, Evaluation and Accountability 34:3, pages 303-330.
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Adam Semlambo, Kabeya Almasi & Yusuph Liechuka. (2022) Facilitators' Perceptions on Online Assessment in Public Higher Learning Institutions in Tanzania; A Case Study of the Institute of Accountancy Arusha (IAA). International Journal of Scientific Research and Management 10:06, pages 34-42.
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Juuso Nieminen & Henri Valtteri Pesonen. (2019) Taking Universal Design Back to Its Roots: Perspectives on Accessibility and Identity in Undergraduate Mathematics. Education Sciences 10:1, pages 12.
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Ken Brown & Vic Lally. (2018) Rhetorical relationships with students: A higher education case study of perceptions of online assessment in mathematics. Research in Comparative and International Education 13:1, pages 7-26.
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