An Outlook on Self-Assessment of Homework Assignments in Higher Mathematics Education

Autor/inn/en	Beumann, Sarah; Wegner, Sven-Ake
Titel	An Outlook on Self-Assessment of Homework Assignments in Higher Mathematics Education
Quelle	In: International Journal of STEM Education, 5 (2018), Artikel 55 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2196-7822
DOI	10.1186/s40594-018-0146-z
Schlagwörter	Self Evaluation (Individuals); Homework; Assignments; College Mathematics; Student Centered Learning; Comparative Analysis; Grading; Mathematics Teachers; College Faculty; Mathematics Instruction + Suchen Sie Ihr Suchwort? Hausaufgabe; Assignment; Auftrag; Zuweisung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Notengebung; Schulnote; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Fakultät; Mathematics lessons; Mathematikunterricht
Abstract	Background: We discuss first experiences with a new variant of self-assessment in higher mathematics education. In our setting, the students of the course have to mark a part of their homework assignments themselves and they receive the corresponding credit without that any later changes are carried out by the teacher. In this way, we seek to correct the imbalance between student-centered learning arrangements and assessment concepts that keep the privilege to grade (or mark) completely with the teacher. Results: We present results in the form of student feedback from a course on functional analysis for third- and fourth-year students. Moreover, we analyze marking results from two courses on real analysis. Here, we compare tasks marked by the teacher and tasks marked by the students. Conclusions: Our experiments indicate that students can benefit from self-assessment tasks. The success depends, however, on many different factors. Promising for self-assessment seem to be small learning groups and tasks in which a priori weaker students can catch up with stronger students by increasing their practising time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01