Challenging the assessment culture of mathematics through self-assessment: A case study from Finland

Theatre Q227, Level 2, Kwong Lee Dow Building, Melbourne Graduate School of Education

A Math and Science Education Research Seminar presented by Juuso Henrik Nieminen, University of Helsinki.

‘Assessment cultures’ have often been advocated as beneficial for student learning; however, recent studies have noted that assessment cultures might actually even hinder learning. In mathematics, assessment is globally known to be highly based on examinations. In the Digital Self-Assessment (DISA) project, the norms of mathematics assessment are challenged through summative self-assessment. The University of Helsinki developed a course model based on formative self- and peer-assessment. In the end of the model, the students decide their own grade. Our research shows that summative self-assessment promoted students’ quality and ownership of learning. These results are understood from the perspective of the institutional assessment culture of mathematics. How was summative self-assessment perceived as a practice, and how did that reflect the broader culture of mathematics assessment?