Mathematics undergraduate students’ perceptions about the assessment practices

Abstract

This study aims to analyse undergraduate students’ perceptions of the assessment practices in a mathematics teaching degree course and discuss implications for the learning of specific mathematical contents. It is the result of a qualitative, expository, and explanatory research. The course and students were selected by an accidental non-probabilistic sample. The data were produced through the following methodological actions: document analysis, classroom observation, semi-structured interview, conversation circle, and access to social networks - closed groups Facebook and WhatsApp, proceeding to content analysis. The theoretical bases of analysis were the theory of reproduction and a conception of assessment of learning as a formative process integrated to the teaching practice. Our interlocutors expressed a strong concern with obtaining grades for approval and advocated for the traditional test as the proper and reliable instrument for measuring learning. For most participants, diversifying assessment instruments, in addition to the test, means facilitating approval, thus lowering the level of demand and quality of the course. Others find the course assessment difficult, understanding it as selective and indicating the need for diversification of the assessment instruments. The interlocutors keep silent regarding the concept of formative assessment integrated with pedagogical practice. They express an initial and nebulous perception of the hidden and legitimising character of the assessment which, by classifying and selecting them, makes them responsible for their successes and failures.