Students on assessment: how students receive assessment in a senior mathematics classroom

Over the past several decades, many voices in both the research and professional spheres of education have spoken on assessment, emphasizing its central place in the practice of teaching. But we have heard little of the voices of students on assessment. The purpose of this thesis is to hear what students have to say. In my mathematics classes I have used a variety of progressive assessment techniques for several years, but have sensed a disconnect between my intentions and students’ reception of those techniques. In order to describe qualitatively my students’ reactions to and reception of my assessment techniques, I surveyed and interviewed members of a senior academic mathematics class. I have concluded that, based on a mix of theoretical and practical factors in their mindsets, the students’ reception of assessment does not usually align well with teachers’ intentions.