Case study of the use of learner-centered assessment in the math school of a large university in the United States

References

• Adachi, C., Tai, J. H.-M., & Dawson, P. (2017). Academics’ perceptions of the benefits and challenges of self and peer assessment in higher education. Assessment & Evaluation in Higher Education, 43, 294–306.
   Web of Science ®Google Scholar
• Almond, R. J. (2009). Group assessment: Comparing group and individual undergraduate module marks. Assessment & Evaluation in Higher Education, 34(2), 141–148. https://doi.org/10.1080/02602930801956083
   Web of Science ®Google Scholar
• Barr, R. B., & Tagg, J. (1995). From teaching to learning—a new paradigm for undergraduate education. Change Magazine, 27(6), 12–25. https://doi.org/10.1080/00091383.1995.10544672
   Google Scholar
• Bergqvist, E. (2007). Types of reasoning required in university exams in mathematics. The Journal of Mathematical Behavior, 26(4), 348–370. https://doi.org/10.1016/j.jmathb.2007.11.001
   Google Scholar
• Birenbaum, M. (2003). New insights into learning and teaching and their implications for assessment. In M. Segers, F. Dochy, & E. Cascallar (Eds.), Optimising new modes of assessment: In search of qualities and standards (pp. 13–36). Kluwer.
   Google Scholar
• Black, P. (2006). Assessment for learning: Where is it now? Where is it going? In C. Rust (Ed.), Improving student learning through the curriculum (pp. 9–20). Oxford Centre for Staff and Learning Development.
   Google Scholar
• Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003). Assessment for learning: Putting it into practice. Open University Press.
   Google Scholar
• Boedigheimer, R., Ghrist, M., Peterson, D., & Kallemyn, B. (2015). Individual oral exams in mathematics courses: 10 years of experience at the air force academy. Primus, 25(2), 99–120.
   Google Scholar
• Bologna Declaration. (1999). Joint declaration of the European ministers of education. The European Higher Education Area.
   Google Scholar
• Boud, D., & Dochy, F. (2010). Assessment 2020. Seven propositions for assessment reform in higher education. Australian Learning and Teaching Council.
   Google Scholar
• Boud, D., & Falchikov, N. (2007). Rethinking assessment in higher education: Learning for the longer term. Routledge.
   Google Scholar
• Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42. https://doi.org/10.2307/1176008
   Google Scholar
• Chetcuti, D., & Cutajar, C. (2014). Implementing peer assessment in a post-secondary physics classroom. International Journal of Science Education, 36(18), 3101–3124. https://doi.org/10.1080/09500693.2014.953621
   Web of Science ®Google Scholar
• Cullen, R., & Harris, M. (2009). Assessing learner-centredness through course syllabi. Assessment & Evaluation in Higher Education, 34(1), 115–125. https://doi.org/10.1080/02602930801956018
   Web of Science ®Google Scholar
• David, E. J., & Zazkis, D. (2020). Characterizing introduction to proof courses: A survey of U.S. R1 and R2 course syllabi. International Journal of Mathematical Education in Science and Technology, 51(3), 388–404. https://doi.org/10.1080/0020739X.2019.1574362
   Web of Science ®Google Scholar
• Dawson, P., Bearman, M., Boud, D., Hall, M., Molloy, E., Bennett, S., & Gordon, J. (2013). Assessment might dictate the curriculum, but what dictates assessment? Teaching and Learning Inquiry: The ISSOTL Journal, 1(1), 107–111. https://doi.org/10.20343/teachlearninqu.1.1.107
   Google Scholar
• Deneen, C., & Boud, D. (2014). Patterns of resistance in managing assessment change. Assessment & Evaluation in Higher Education, 39(5), 577–591. https://doi.org/10.1080/02602938.2013.859654
   Web of Science ®Google Scholar
• Dochy, F., Segers, M., & Gijbels, D. (2007). Assessment engineering: Breaking down barriers between teaching and learning, and assessment. In D. Boud & N. Falchikov (Eds.), Rethinking assessment in higher education (pp. 97–110). Routledge.
   Google Scholar
• Falchikov, N. (2007). The place of peers in learning and assessment. In D. Boud & N. Falchikov (Eds.), Rethinking assessment in higher education (pp. 128–143). Routledge.
   Google Scholar
• Fernandes, S., Flores, M. A., & Lima, R. M. (2012). Students’ views of assessment in project-led engineering education: Findings from a case study in Portugal. Assessment & Evaluation in Higher Education, 37(2), 163–178. https://doi.org/10.1080/02602938.2010.515015
   Web of Science ®Google Scholar
• Flores, M. A., Simão, A. M. V., Barros, A., & Pereira, D. (2014). Perceptions of effectiveness, fairness and feedback of assessment methods: A study in higher education. Studies in Higher Education, 40(9), 1523–1534. https://doi.org/10.1080/03075079.2014.881348
   Web of Science ®Google Scholar
• Gold, B., Keith, S. Z., & Marion, W. A. (Eds.). (1999). Assessment practices in undergraduate mathmatics. The Mathematical Association of America.
   Google Scholar
• Goodwin, A., Chittle, L., Dixon, J. C., & Andrews, D. M. (2018). Taking stock and effecting change: Curriculum evaluation through a review of course syllabi. Assessment & Evaluation in Higher Education, 43(6), 855–866. https://doi.org/10.1080/02602938.2017.1412397
   Web of Science ®Google Scholar
• Huba, M. E., & Freed, J. E. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Allyn & Bacon.
   Google Scholar
• Iannone, P., & Jones, I. (2017). Special issue on summative assessment. Research in Mathematics Education, 19(2), 103–107.
   Web of Science ®Google Scholar
• Iannone, P., & Simpson, A. (Eds.). (2013). Mapping university mathematics assessment practices. University of East Anglia.
   Google Scholar
• Iannone, P., & Simpson, A. (2013). Students’ perceptions of assessment in undergraduate mathematics. Research in Mathematics Education, 15(1), 17–33. https://doi.org/10.1080/14794802.2012.756634
   Google Scholar
• Iannone, P., & Simpson, A. (2022). How we assess mathematics degrees: The summative assessment diet a decade on. Teaching Mathematics and Its Applications: An International Journal of the IMA, 41(1), 22–31. https://doi.org/10.1093/teamat/hrab007
   Web of Science ®Google Scholar
• Iannone. P., Czichowsky. C., & Ruf, J. (2020). The impact of high stakes oral performance assessment on students’ approaches to learning: A case study. Educational Studies in Mathematics, 103(3), 313–337. https://doi.org/10.1007/s10649-020-09937-4
   Web of Science ®Google Scholar
• Kazdin, A. E. (2021). Single-case research designs: Methods for clinical and applied settings. Oxford University Press.
   Google Scholar
• Kearney, S. (2013). Improving engagement: The use of ‘authentic self-and peer-assessment for learning’ to enhance the student learning experience. Assessment & Evaluation in Higher Education, 38(7), 875–891. https://doi.org/10.1080/02602938.2012.751963
   Web of Science ®Google Scholar
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
   Google Scholar
• Mac an Bhaird, C., Nolan, B. C., O’Shea, A., & Pfeiffer, K. (2017). A study of creative reasoning opportunities in assessments in undergraduate calculus courses. Research in Mathematics Education, 19(2), 147–162. https://doi.org/10.1080/14794802.2017.1318084
   Web of Science ®Google Scholar
• McDowell, L. (1995). The impact of innovative assessment on student learning. Innovations in Education and Training International, 32(4), 302–313. https://doi.org/10.1080/1355800950320402
   Web of Science ®Google Scholar
• Medland, E. (2016). Assessment in higher education: Drivers, barriers, and directions for change in the UK. Assessment & Evaluation in Higher Education, 41(1), 81–96. https://doi.org/10.1080/02602938.2014.982072
   Web of Science ®Google Scholar
• Meyer, L., Davidson, S., Mckenzie, L., Rees, M., Anderson, H., Fletcher, R., & Johnston, P. (2010). An investigation of tertiary assessment policy and practice: Alignment and contradictions. Higher Education Quarterly, 64(3), 331–350. https://doi.org/10.1111/j.1468-2273.2010.00459.x
   Google Scholar
• Miller, C.M.I. & Parlett, M. (1974). Up to the mark: A study of the examination game. Society for Research into Higher Education.
   Google Scholar
• Mok, M. M. C., Lung, C. L., Cheng, D. P. W., Cheung, R. H. P., & Ng, M. L. (2006). Self-assessment in higher education: Experience in using a metacognitive approach in five case studies. Assessment & Evaluation in Higher Education, 31(4), 415–433. https://doi.org/10.1080/02602930600679100
   Google Scholar
• Munakata, M., Monahan, C., Krupa, E., & Vaidya, A. (2023). Non-traditional assessments to match creative instruction in undergraduate mathematics courses. International Journal of Mathematical Education in Science and Technology, 54(7), 1272–1287. https://doi.org/10.1080/0020739X.2022.2128452
   Web of Science ®Google Scholar
• Murphy, E. (1997). Constructivism: From philosophy to practice (pp. 1–18). August 30, 2021, from https://files.eric.ed.gov/fulltext/ED444966.pdf
   Google Scholar
• Pereira, D., Flores, M., & Niklasson, L. (2016). Assessment revisited: A review of research in assessment and evaluation in higher education. Assessment & Evaluation in Higher Education, 41(7), 1008–1032. https://doi.org/10.1080/02602938.2015.1055233
   Web of Science ®Google Scholar
• Postareff, L., Virtanen, V., Katajavuori, N., & Lindblom-Ylänne, S. (2012). Academics’ conceptions of assessment and their assessment practices. Studies in Educational Evaluation, 38(3-4), 84–92. https://doi.org/10.1016/j.stueduc.2012.06.003
   Google Scholar
• Rawlusyk, E. P. (2018). Assessment in higher education and student learning. Journal of Instructional Pedagogies, 21, 1–34.
   Google Scholar
• Reed, Z., Tallman, M. A., Oehrtman, M., & Carlson, M. P. (2022). Characteristics of conceptual assessment items in calculus. PRIMUS, 32(8), 881–901. https://doi.org/10.1080/10511970.2021.1954114
   Google Scholar
• Rowntree, D. (1987). Assessing students: How shall we know them? Kogan Page.
   Google Scholar
• Sambell, K., McDowell, L., & Montgomery, C. (2013). Assessment for learning in higher education. Routledge.
   Google Scholar
• Scouller, K. (1998). The influence of assessment method on students’ learning approaches: Multiple choice question examination versus assignment essay, Higher Education, 35(4), 453–472. https://doi.org/10.1023/A:1003196224280
   Web of Science ®Google Scholar
• Snyder, B. R. (1971). The hidden curriculum. MIT Press.
   Google Scholar
• Stanny, C., Gonzalez, M., & McGowan, B. (2015). Assessing the culture of teaching and learning through a syllabus review. Assessment & Evaluation in Higher Education, 40(7), 898–913. https://doi.org/10.1080/02602938.2014.956684
   Web of Science ®Google Scholar
• Steen, L. A., Gold, B., Hopkins, L., Jardine, D., & Marion, W. A. (Eds.). (2006). Supporting assessment in undergraduate mathematics. The Mathematical Association of America.
   Google Scholar
• Tallman, M. A., Carlson, M. P., Bressoud, D. M., & Pearson, M. (2016). A characterization of calculus I final exams in US colleges and universities. International Journal of Research in Undergraduate Mathematics Education, 2(1), 105–133. https://doi.org/10.1007/s40753-015-0023-9
   Google Scholar
• Tang, C. (1994). Effects of modes of assessment on students’ preparation strategies. In G. Gibbs (Ed.), Improving student learning: Theory and practice (pp. 151–170). Oxford Centre for Staff Development.
   Google Scholar
• van der Watering, G. Gijbels, D., Dochy, F., & van der Rijt, J. (2008). Students’ assessment preferences, perceptions of assessment and their relationships to study results. Higher Education, 56(6), 645. https://doi.org/10.1007/s10734-008-9116-6
   Web of Science ®Google Scholar
• Vygotsky, L. (1978). Mind in society. Harvard University Press.
   Google Scholar
• Webber, K. L. (2012). The use of learner-centered assessment in US colleges and universities. Research in Higher Education, 53(2), 201–228. https://doi.org/10.1007/s11162-011-9245-0
   Web of Science ®Google Scholar
• White, N., & Mesa, V. (2014). Describing cognitive orientation of calculus I tasks across different types of coursework. ZDM, 46(4), 675–690. https://doi.org/10.1007/s11858-014-0588-9
   Google Scholar