Authenticity in learning, teaching and assessment
Article
Masterson, B., Sharples, N., Jones, M., Megeney, A. and Lawrence, S. 2024. Authenticity in learning, teaching and assessment. MSOR Connections. 22 (2), pp. 29-36. https://doi.org/10.21100/msor.v22i2.1488
Type | Article |
---|---|
Title | Authenticity in learning, teaching and assessment |
Authors | Masterson, B., Sharples, N., Jones, M., Megeney, A. and Lawrence, S. |
Abstract | Mathematics graduates traditionally are recognised for their problem solving, critical thinking, and analytic skills. However, the methods often used to hone these skills at university are often abstract and decontextualized. This can often create a disconnect between expected capabilities of a mathematics graduate from employers and the actual problem-solving skills required in their career. In this case-study we will outline how the programme team has developed our approach to authentic learning and authentic problems to bridge this gap and ensure graduates are prepared for the workforce. |
Keywords | Authentic assessment; mathematics education |
Sustainable Development Goals | 4 Quality education |
Middlesex University Theme | Health & Wellbeing |
Research Group | MESH |
Publisher | University of Greenwich |
Journal | MSOR Connections |
ISSN | 1473-4869 |
Electronic | 2051-4220 |
Publication dates | |
Online | 04 Apr 2024 |
25 Apr 2024 | |
Publication process dates | |
Accepted | 21 Mar 2024 |
Deposited | 20 Sep 2024 |
Output status | Published |
Digital Object Identifier (DOI) | https://doi.org/10.21100/msor.v22i2.1488 |
Related Output | |
Is part of | https://doi.org/10.21100/msor.v22i2 |
Language | English |
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