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Mathematics lecturers' views of examinations: tensions and possible resolutions
If assessment drives learning and the closed book examination dominates the pattern of assessment for undergraduate mathematics (as it does in the UK), lecturers need to ensure that examinations reflect the learning they value. This paper uses a mixed method approach to explore lecturers’ views of t...
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| Main Authors: | , |
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| Format: | Default Article |
| Published: |
2015
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| Subjects: | |
| Online Access: | https://hdl.handle.net/2134/21502 |
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