Mathematics Lecturers’ Views of Examinations: Tensions and Possible Resolutions

Iannone, Paola and Simpson, Adrian (2015) Mathematics Lecturers’ Views of Examinations: Tensions and Possible Resolutions. Teaching Mathematics and its Applications: An International Journal of the IMA, 34 (2). pp. 71-82.

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If assessment drives learning and the closed book examination dominates the pattern of assess- ment for undergraduate mathematics (as it does in the UK), lecturers need to ensure that examinations reflect the learning they value. This paper uses a mixed method approach to explore lecturers’ views of the closed book examination in relation to other assessment methods, their preferences for different types of methods and the extent to which they discriminate between stronger and weaker students. A survey of staff views confirms the dominance of closed book examinations, but an accompanying interview study shows hidden complexity to this view. In particular a tension between the potential and the reality of examinations is uncovered and suggestions are made for resolving that tension.

Item Type: Article
Additional Information: © The Author 2014. Published by Oxford University Press on behalf of The Institute of Mathematics and its Applications. All rights reserved. For permissions, please email:
Faculty \ School: Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User: Pure Connector
Date Deposited: 09 Oct 2014 16:16
Last Modified: 20 Oct 2022 20:32
DOI: 10.1093/teamat/hru024

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