The impact of peer assessment on mathematics students' understanding of marking criteria and their ability to self- regulate learning

Brignell, Chris; Wicks, Tom; Tomas, Carmen; Halls, Jonathan

doi:10.21100/msor.v18i1.1019

All Outputs (3)

The mathematics pipeline in England: inclusion and the excellence stream (2024)
Journal Article
Brignell, C., Noyes, A., & Jacques, L. (2024). The mathematics pipeline in England: inclusion and the excellence stream. Teaching Mathematics and its Applications, https://doi.org/10.1093/teamat/hrae005

In England, there is currently heightened political interest in increasing mathematics attainment and maximizing post-16 participation. The latter is not merely an issue for upper secondary but requires a long-view of students’ mathematical progress.... Read More about The mathematics pipeline in England: inclusion and the excellence stream.

The mathematics pipeline in England: Patterns, interventions and excellence (2023)
Report
Noyes, A., Brignell, C., Jacques, L., Powell, J., & Adkins, M. (2023). The mathematics pipeline in England: Patterns, interventions and excellence. Centre for Research in Mathematics Education (CRME)

The impact of peer assessment on mathematics students' understanding of marking criteria and their ability to self- regulate learning (2019)
Journal Article
Brignell, C., Wicks, T., Tomas, C., & Halls, J. (2019). The impact of peer assessment on mathematics students' understanding of marking criteria and their ability to self- regulate learning. MSOR Connections, 18(1), 46-55. https://doi.org/10.21100/msor.v18i1.1019

At the University of Nottingham peer-assessment was piloted with the objective of assisting students to gain greater understanding of marking criteria so that students may improve their comprehension of, and solutions to, future mathematical tasks. T... Read More about The impact of peer assessment on mathematics students' understanding of marking criteria and their ability to self- regulate learning.