Authentic no-exam assessment for student wellbeing

Conference item

Masterson, B., Sharples, N. and Megeney, A. 2024. Authentic no-exam assessment for student wellbeing. Designing Assessment to Promote Students’ Wellbeing. University of Greenwich, London, UK 10 - 10 Jul 2024
TitleAuthentic no-exam assessment for student wellbeing
AuthorsMasterson, B., Sharples, N. and Megeney, A.
Abstract

There is compelling evidence that high-stakes exams are detrimental to student wellbeing and further that these effects are not uniform across demographics. The Middlesex maths team will share their experiences of replacing all exams on specialist maths modules with authentic coursework assessments for a better and fairer student experience.

Keywordsauthentic assessment; student wellbeing
Sustainable Development Goals3 Good health and well-being
Middlesex University ThemeHealth & Wellbeing
Research GroupMESH
ConferenceDesigning Assessment to Promote Students’ Wellbeing
Publication process dates
Completed10 Jul 2024
Deposited31 Jul 2024
Output statusPublished
Accepted author manuscript
File Access Level
Restricted
Permalink -

https://repository.mdx.ac.uk/item/176464

Log in to edit
Fetching citation counts from Clarivate.
  • 47
    total views
  • 2
    total downloads
  • 4
    views this month
  • 1
    downloads this month

Export as

Related outputs

Making mathematicians: developing expert attitudes with authentic maths activities
Jones, M., Kazim Ali, Z., Lawrence, S., Masterson, B., Megeney, A. and Sharples, N. 2025. Making mathematicians: developing expert attitudes with authentic maths activities. MSOR Connections.
Authentic activities for making mathematicians
Masterson, B., Megeney, A. and Sharples, N. 2024. Authentic activities for making mathematicians. CETL-MSOR Conference 2024. University of Limerick, Ireland 29 - 30 Aug 2024
Public engagement for student empowerment
Masterson, B., Megeney, A. and Sharples, N. 2024. Public engagement for student empowerment. CETL-MSOR Conference 2024. University of Limerick, Ireland 29 - 30 Aug 2024
Authenticity in learning, teaching and assessment
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
Paving the path: empowering women in STEM from university to industry
Vaka, S., Trestian, R., Baskent, C., Shayesteh, H. and Megeney, A. 2024. Paving the path: empowering women in STEM from university to industry. 2024 IEEE Global Engineering Education Conference. Kos, Greece 08 - 11 May 2024 IEEE.
Authentic by design: developing students for the talent economy
Barter, P., Megeney, A., Graham, J., Parmar, D. and Mourouti, O. 2023. Authentic by design: developing students for the talent economy. AdvanceHE Assessment and Feedback Symposium 2023. Reading, UK 07 - 07 Nov 2023
Student video curation
Jones, M., Lawrence, S., Masterson, B., Megeney, A. and Sharples, N. 2023. Student video curation. MSOR Connections. 21 (2), pp. 15-24. https://doi.org/10.21100/msor.v21i2.1403
Authentic by design: developing mathematicians for the talent economy
Masterson, B., Jones, M., Lawrence, S., Megeney, A. and Sharples, N. 2023. Authentic by design: developing mathematicians for the talent economy. MSOR Connections. 21 (2), pp. 44-51. https://doi.org/10.21100/msor.v21i2.1400
Revising the role of the history of mathematics in post-pandemic world
Lawrence, S., Megeney, A., Sharples, N., Masterson, B. and Jones, M. 2022. Revising the role of the history of mathematics in post-pandemic world. Uzdanica. XIX, pp. 17-28. https://doi.org/10.46793/Uzdanica19.S.017L
Student video curation
Jones, M., Lawrence, S., Masterson, B., Megeney, A. and Sharples, N. 2022. Student video curation. CETL-MSOR Conference 2022. Abertay University, Dundee, UK 01 - 02 Sep 2022
Authentic by design: developing mathematicians for the talent economy
Masterson, B., Megeney, A., Sharples, N., Lawrence, S. and Jones, M. 2022. Authentic by design: developing mathematicians for the talent economy. CETL-MSOR Conference 2022. Abertay University, Dundee, UK 01 - 02 Sep 2022
Intentionality for inclusivity - the journey at Middlesex University
Roberts, H., Punev, I., Allardyce, D., Kyprianou, A., Appiah, S., Megeney, A., Calin, A., Gallacher, D. and Mill, R. 2022. Intentionality for inclusivity - the journey at Middlesex University. McGraw Hill.
Engaging with maths online - teaching mathematics collaboratively and inclusively through a pandemic and beyond
Jones, M., Megeney, A. and Sharples, N. 2022. Engaging with maths online - teaching mathematics collaboratively and inclusively through a pandemic and beyond. MSOR Connections. 20 (1), pp. 74-83. https://doi.org/10.21100/msor.v20i1.1322
On solutions of the transport equation in the presence of singularities
Miot, E. and Sharples, N. 2022. On solutions of the transport equation in the presence of singularities. Transactions of the American Mathematics Society. 375 (10), pp. 7187-7207. https://doi.org/10.1090/tran/8701
Digital pedagogy in a world of digital poverty: the Middlesex iPad project
Jones, M., Megeney, A. and Sharples, N. 2021. Digital pedagogy in a world of digital poverty: the Middlesex iPad project. AdvanceHE Curriculum Symposium 2021. Online 08 Jun 2021
iPads for teaching and learning mathematics: collaborative group-work in an engineering-appropriate setting.
Jones, M., Megeney, A. and Sharples, N. 2021. iPads for teaching and learning mathematics: collaborative group-work in an engineering-appropriate setting. UCLan Conference: "Supporting Engineering Students with Weak Maths Skills and Widening Participation". Online 25 Mar 2021
Collaboration and co-creation at a distance: using technology to enhance student engagement online
Jones, M., Megeney, A. and Sharples, N. 2021. Collaboration and co-creation at a distance: using technology to enhance student engagement online. AdvanceHE Student Engagement Conference 2021. Online 26 May 2021
Using technology to engage Generation Z Mathematics students
Jones, M. and Sharples, N. 2020. Using technology to engage Generation Z Mathematics students. University of South Wales: Teaching Excellence Seminars. Online 09 Nov 2020
Video recording lectures: blending the quarantini
Jones, M. and Sharples, N. 2020. Video recording lectures: blending the quarantini. TALMO Workshop: Student Engagement and Interaction. Online 03 Sep 2020
Programming in groups: developing industry-facing software development skills in the undergraduate mathematics curriculum
Jones, M. and Megeney, A. 2020. Programming in groups: developing industry-facing software development skills in the undergraduate mathematics curriculum. MSOR Connections. 18 (2), pp. 18-24. https://doi.org/10.21100/msor.v18i2.1087
The Z transform: active learning approaches for generation Z
Jones, M. and Megeney, A. 2019. The Z transform: active learning approaches for generation Z. CETL-MSOR Conference 2019. Dublin City University, Ireland 05 - 06 Sep 2019
Thematic problem solving: A case study on an approach to teaching problem solving in undergraduate mathematics
Jones, M. and Megeney, A. 2019. Thematic problem solving: A case study on an approach to teaching problem solving in undergraduate mathematics. MSOR Connections. 17 (2), pp. 54-59. https://doi.org/10.21100/msor.v17i2.978
Problem solving methods in undergraduate mathematics
Megeney, A. and Jones, M. 2018. Problem solving methods in undergraduate mathematics. CETL-MSOR Conference 2018 Evidencing Excellence. University of Glasgow, Scotland
On the table of marks of a direct product of finite groups
Masterson, B. and Pfeiffer, G. 2018. On the table of marks of a direct product of finite groups. Journal of Algebra. 499, pp. 610-644. https://doi.org/10.1016/j.jalgebra.2017.12.019
Engaging with mathematics: how mathematical art, robotics and other activities are used to engage students with university mathematics and promote employability skills
Megeney, A. 2016. Engaging with mathematics: how mathematical art, robotics and other activities are used to engage students with university mathematics and promote employability skills. CETL-MSOR Conference 2015. University of Greenwich, London, United Kingdom 08 - 09 Sep 2015 sigma Network. pp. 61-65
Building mathematics: how the construction and use of artefacts can be used to engage students with their learning of Mathematics
Jones, M. and Megeney, A. 2016. Building mathematics: how the construction and use of artefacts can be used to engage students with their learning of Mathematics. CETL-MSOR Conference 2016 A Brave New World. Loughborough University pp. 56-60
Generalised Cantor sets and the dimension of products
Olson, E., Robinson, J. and Sharples, N. 2016. Generalised Cantor sets and the dimension of products. Mathematical Proceedings of the Cambridge Philosophical Society. 160 (1), pp. 51-75. https://doi.org/10.1017/S0305004115000584
On the regularity of Lagrangian trajectories corresponding to suitable weak solutions of the Navier-Stokes equations
Robinson, J., Sadowski, W. and Sharples, N. 2013. On the regularity of Lagrangian trajectories corresponding to suitable weak solutions of the Navier-Stokes equations. Procedia IUTAM. 7, pp. 161-166. https://doi.org/10.1016/j.piutam.2013.03.019
Dimension prints and the avoidance of sets for flow solutions of non-autonomous ordinary differential equations
Robinson, J. and Sharples, N. 2013. Dimension prints and the avoidance of sets for flow solutions of non-autonomous ordinary differential equations. Journal of Differential Equations. 254, pp. 4144-4167. https://doi.org/10.1016/j.jde.2013.02.012
Strict inequality in the box-counting dimension product formulas
Robinson, J. and Sharples, N. 2012. Strict inequality in the box-counting dimension product formulas. Real Analysis Exchange. 38 (1), pp. 95-120.