Session 7.1: A Recent novel approach to assessment and feedback in Mathematics courses

Easdown, D.

The driver of a car who does not understand the difference between the clutch, brake and accelerator has no chance of successfully exploring the countryside. The potential driver who thinks he or she knows the differences in theory, but has had no actual practice pushing the pedals, is bound to crash also.

In mathematics – as in driving a car – or playing a musical instrument
– or performing feats of wizardry on the soccer field – drilling of the basics is an essential feature which precedes independent enquiry and the ability to express oneself freely. Too many mathematics students become paralysed at the moment the focus shifts from their passive role attending lectures or reading books to the active role of doing mathematics and applying theory to solve useful problems.

A tiny creature can become trapped and suffocate inside a droplet of water because of the relative strength of the surface tension. The passive/active interface in mathematics similarly has its own dynamics and tension and forms an impenetrable barrier, making unhappy prisoners from students forced to do mathematics against their will (e.g. all science students must take 12 credit points of mathematics) or repelling many who do have a choice.

In this talk, I will discuss novel assessment and feedback practices in mathematics, which involve lectures, practice classes and quizzes, all of which are designed to make the transition from listeners to doers – readers to explorers – flabby couch potatoes to lithe ballet dancers – painless and fun. The key is to take the student from the familiar to the unfamiliar, almost without them even noticing it, and to foster a special delight in a burgeoning facile technique.