Students’ perceptions of and conclusions from their first assessment experience at university
Publikation: Beiträge in Sammelwerken › Aufsätze in Konferenzbänden › Forschung
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Didactics of Mathematics in Higher Education as a Scientific Discipline: Conference Proceedings. Hrsg. / Robin Göller; Rolf Biehler; Reinhard Hochmuth; Hans-Georg Rück. Kassel: Universität Kassel, 2017. S. 373-378 (khdm-Report; Nr. 5).
Publikation: Beiträge in Sammelwerken › Aufsätze in Konferenzbänden › Forschung
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RIS
TY - CHAP
T1 - Students’ perceptions of and conclusions from their first assessment experience at university
AU - Göller, Robin
N1 - http://www.urn.fi/urn:nbn:de:hebis:34-2016041950121
PY - 2017
Y1 - 2017
N2 - As the perceived characteristics of assessment seem to have a considerable impact on students’ ap-proaches to learning, the way we assess has the potential to drive and to support students’ learning. Therefore, this paper aims to give an insight into first year university students’ perceptions of their first examination of an Analysis I-course and consequences which arise from these perceptions on the basis of interviews. First results show that students perceive “calculation tasks” to be dominant over proofs in this assessment, whereby some students start to learn from selectively chosen tasks which are perceived to be relevant for the exam. For a development of assessment tasks that sup-port students’ learning, the embedding of those tasks in the context of lecture and exercise sheets and especially students’ perception of the tasks have to be taken into account.
AB - As the perceived characteristics of assessment seem to have a considerable impact on students’ ap-proaches to learning, the way we assess has the potential to drive and to support students’ learning. Therefore, this paper aims to give an insight into first year university students’ perceptions of their first examination of an Analysis I-course and consequences which arise from these perceptions on the basis of interviews. First results show that students perceive “calculation tasks” to be dominant over proofs in this assessment, whereby some students start to learn from selectively chosen tasks which are perceived to be relevant for the exam. For a development of assessment tasks that sup-port students’ learning, the embedding of those tasks in the context of lecture and exercise sheets and especially students’ perception of the tasks have to be taken into account.
KW - Didactics of Mathematics
UR - https://kobra.uni-kassel.de/bitstream/handle/123456789/2016041950121/khdm_report_17_05.pdf;sequence=5
UR - https://kobra.uni-kassel.de/handle/123456789/2016041950121
M3 - Article in conference proceedings
T3 - khdm-Report
SP - 373
EP - 378
BT - Didactics of Mathematics in Higher Education as a Scientific Discipline
A2 - Göller, Robin
A2 - Biehler, Rolf
A2 - Hochmuth, Reinhard
A2 - Rück, Hans-Georg
PB - Universität Kassel
CY - Kassel
ER -