The Assessment of Undergraduate Mathematicians: Recrafting Assessment of Learning to Provide Opportunities for Assessment as Learning

The article originally appeared in the Proceedings of 30th Psychology of Mathematics Education (PME) Conference, Prague, July 2006. We could like to thank the authors and conference organisers for giving permission to re-print this article. More info about PME 30 is available at: http://www.pme30.cz/Default.aspx This article considers assessment practices in the field of higher education mathematics courses. It argues that, within the potentially deleterious context of summative assessments, it is possible to re-craft the demands on students in order to incorporate some opportunities for educative assessment. Evidence, in the form of stories of students’ experiences, is offered to suggest that such practices have a contribution to make to supporting students in making positive disciplinary relationships….The article goes on to discuss: Assessment Purposes; Assessment Practices; Study following student route into secondary mathematics teaching: Geoff’s and Anna’s story (a student’s view)