An appraisal of assessment practice in undergraduate mathematics

Abstract

An essential outcome in undergraduate mathematics learning is the ability for students to be able to solve problems. Thus, the development of higher order thinking skills (HOTs) is essential in mathematics learning. A relevant consideration is the need to appraise current assessment processes and procedures in determining students' capability in using HOTs. Towards this goal, we embarked on a study of current assessment practice by (i) studying the advancement of assessment ideas and methods in mathematics, and (ii) carried out a case study to examine assessment practice at university level. This paper hopes to initiate and generate discussions about various issues on assessment of undergraduate mathematics. To review worldwide developments in assessment of mathematical learning, we analyzed practices from other higher education institutions, in particular, from two projects, Supporting Assessment in Undergraduate Mathematics, carried out in the USA and Mapping University Mathematics Assessment Practices carried out in the UK. The review showed that Higher Education institutions are examining and introducing a variety of assessment methods that are fit for purpose in reporting students' achievements. Meanwhile, findings from the case study showed that although lecturers were knowledgeable about assessment methods, there was some misalignment between teaching and assessment methods. The study gave implications of the importance of assessments and the areas that need to be tackled if we are to work towards improving teaching and learning within the outcome-based education.