MU MAP – report on a survey of current assessment practises in undergraduate mathematics in the UK

This session will focus on one of the outcomes of the MU MAP (Mapping University Mathematics Assessment Practice) project supported by the MSOR Network through the Mathematical Sciences HE Curriculum Innovation Project, part of the National HE STEM Programme.As part of this project we compiled a survey of assessment methods currently in use in UK mathematics department in degree courses in mathematics. The survey is divided in two parts. The first part analyses publicly-available data on assessment in mathematics and for this part we were able to collect data from 57 out of 65 department which constitutes a comprehensive picture of current practice. The second part of the survey consists of 24 phone interviews with Heads of Mathematics Departments. The focus of these interviews is to explore the reason behind the current assessment patterns, the institutional perspectives on current practice and eventual reasons for change. We will summarise in this session the spread of assessment methods, and the relationship between forms of assessment, universities and module topics. As part of the survey, we identified the closed book examination as the apparent ‘gold standard' for mathematics and by far the most prevalent form of summative assessment. We will discuss what we believe to be the reasons for this in the light of the interviews with the Heads of Departments. In addition, however, we uncovered a number of instances of alternative approaches to assessment, including multiple choice tests, group work, computer based assessment, projects and presentations. We will explore the rationales given for the use of these alternatives and the contexts in which they have been

implemented focusing in particular of barriers, cost and benefit of alternative approaches. Given the link between assessment (and students' perceptions of its purpose) and approaches to learning, we hope to lead a discussion on the current assessment diet in UK universities and the impact alternatives can have in diversifying this diet.

Presented By: Paola Iannone and Adrian Simpson

Location: University of Sheffield

Evaluating assessment practices in a Business and Industrial Mathematics module

Oana Radu

Abstract: The Business and Industrial Mathematics module is run in the second year of the mathematics undergraduate degree at the University of Salford. The module is 100% coursework, 20 credits and spans two semesters. The module attempts to prepare and assess students for work related skills important for mathematicians in the workplace. A variety of assessments and delivery are used, including on open-ended problems, on problem solving, group work, presentations, report writing, employer seminars, and on professional studies. The aim of this work is to compare and evaluate the various assessments and assessment practices used, through the eyes of the students. This will be achieved through a questionnaire given to them. To provide a control group, the first year undergraduate mathematicians who haven't taken the module were also asked to complete relevant sections of the questionnaire. The results, together with conclusions drawn from them, are presented.

Performance Assessment in Mathematics – Preliminary Empirical Research

Adrian Simpson and Paola Iannone

Abstract: This talk will outline the experience of introducing a form of oral performance assessment into a first year undergraduate degree module. While oral assessment is commonplace in many countries, it has all but disappeared from undergraduate mathematics in the UK and we will explore some of the issues regarding implementing this form of assessment, some of the potential advantages, and how this particular form of oral assessment was used with a group of first year undergraduates. We will detail the outcomes in terms of students' performance and student and tutor views of the assessment process.

Presented By: Oana Radu, Adrian Simpson and Paola Iannone

Location: Sussex University