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Student choice of assessment in an individualized mathematics course
This paper describes an individualized tertiary Mathematics course in which students were given a considerable degree of choice in terms of assessment. Covariates were measured at the same time as the choice was made and the relationship of these to the choice made was studied. Student progress through the course was monitored, as was student reaction to the course and long-term retention of the concepts taught. The relationship of these to choice of assessment and other covariates was considered. It was concluded that students generally chose appropriately to their abilities and achieved accordingly. In addition, students had little hesitation in deserting the end-of-course examination for continuous assessment.
History
Publication title
PLET: Programmed Learning & Educational TechnologyVolume
21Pagination
34-39ISSN
0951-0907Department/School
Faculty of EducationPublisher
Taylor & FrancisPlace of publication
United KingdomRights statement
Copyright 1984 Taylor & FrancisRepository Status
- Restricted