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Marking the exam paper - explicitness and communication of knowledge criteria in first year undergraduate mathematics education

  • Autores: Hoda Ashjari
  • Localización: Recherches en didactique des mathématiques, ISSN 0246-9367, Vol. 38, Nº 3, 2018, págs. 365-408
  • Idioma: inglés
  • Títulos paralelos:
    • L’évaluation notée lors d’un examen — explicitation et communication de critères en première année d’université
    • La calificación de exámenes — explicitación y comunicación de criterios de conocimiento en un primer curso universitario de matemáticas
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  • Resumen
    • español

      El interés general de este artículo radica en la transición de la enseñanza de las matemáticas de secundaria a la universidad, con especial atención en la manera cómo los profesores universitarios explicitan y acuerdan la evaluación de problemas de examen de matemáticas y cómo facilitan el acceso de los alumnos a los criterios de evaluación. Se han recogido datos empíricos a partir de una entrevista tipo focus group con ocho profesores de matemáticas, incluyendo una discusión sobre la manera de evaluar los problemas de examen en un grado de ingeniería.

      Los datos de la entrevista se han analizado e interpretado a partir de conceptos clave de la teoría antropológica de lo didáctico y de la Sociología de la educación de Basil Bernstein. Se han identificado tres criterios principales de evaluación, relacionados con el rigor, la construcción del enunciado y la evaluación holística. Los criterios presentan Cierto grado de explicitación y consistencia, pero solo se comunicaron parcialmente a los estudiantes. Se derivan de los resultados algunas implicaciones para el problema de la transición entre secundaria y la universidad.

    • English

      The overall interest in this paper concerns the transition from school to university mathematics education, with a specific focus on the extent to which lecturers are explicit and agree on how they assess first year undergraduate mathematics exam tasks and how they support students’ access to the assessment criteria. Empirical data from a focus group interview, including a discussion of how they assessed calculus exam tasks within an engineering programme, was conducted with eight mathematics lecturers at a major Swedish university. The interview data were analysed and interpreted drawing on key concepts from the anthropological theory of the didactic and Basil Bernstein’s sociology of education. Three main assessment criteria were identified, related to rigour, the construction of the exam paper, and holistic assessment. These were explicit and consistent to various degrees but only partially communicated to the students. Implications of the results for the transition problem are discussed.

    • français

      Cet article traite de la transition entre le secondaire et le supérieur et s’intéresse plus particulièrement at l’explicitation des enseignants a l’université quant aux évaluations qu’ils font auprès d’étudiants de première année, en mathématiques, ainsi qu’a leur façon d’harmoniser leur évaluation des tâches d’un examen et de la transmettre aux étudiants. L’étude s’appuie sur des données empiriques issues d’ interviews conduites auprès de huit enseignants en mathématiques d’une grande université suédoise. Les discussions analysées concernent la manière d’évaluer les taches d’un examen en analyse au sein d’un cursus d’ingénieurs. L’ensemble des données des entretiens a été analysé a partir de concepts issus de la théorie anthropologique du didactique et de la sociologie de l’éducation de Basil Bernstein. Trois critères d’évaluation ont été identifiés, liés a la rigueur, a la construction de l’examen et a l’évaluation globale. Ces critères, explicites et cohérents at différents niveaux, n’étaient que partiellement communiqués aux étudiants. Les implications de cette recherche pour la question de la transition sont discutées.

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