Creencias de alumnos de nivel medio superior acerca de la evaluación de los aprendizajes en matemáticas

Referencias

Aguirre-García, J C., Jaramillo-Echeverri, L G. (2012). Aportes del método fenomenológico a la investigación educativa. Revista Latinoamericana de Estudios Educativos (Colombia), 8(1), 51-74. http://www.redalyc.org/articulo.oa?id=134129257004 Bernack-Schüler, C., Erens, R., Leuders, T., & Eichler, A. (Eds.). (2015). Views and Beliefs in Mathematics Education. Wiesbaden, Germany: Springer. http://doi.org/10.1007/978-3-658-09614-4 Braun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper (Ed.), APA Handbook of Research Methods in Psychology (Vol. 2, pp. 57–71). American Psychological Association. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology 3, 77–101. Berry, J., & Houston, K. (1995). Students using posters as a means of communication and assessment. Educational Studies in Mathematics 29(1), 21-27. Haines, C., & Houston, K. (2001). Assessing student project work. In D. Holton (Ed.), The Teaching and Learning of Mathematics at University Level: An ICMI Study (pp. 431-442). USA: Kluwer. Harlen, W., & Deakin, R. (2003). Testing and Motivation for Learning. Assessment in Education: Principles, Policy & Practice 10(2), 169-207. Iannone, P ., & Simpson, A. (2013). Students' perceptions of assessment in undergraduate mathematics. Research in Mathematics Education 15(1), 17-33. McInerney, D. M., Brown, G. T. L., & Liem, A. D. (2009). Student Perspectives on Assessment: What Students Can Tell Us about Assessment for Learning. USA: Information Age Publishing Inc. Pajares, M. F. (1992). Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct. Review of Educational Research 62(3), 307–332. http://doi.org/10.3102/00346543062003307 Schoenfeld, A. H. (2015). Summative and Formative Assessments in Mathematics.Theory Into Practice, (Advance online publication). Scouller, K. (1998). The influence of assessment method on students' learning approaches: Multiple choice question examination versus assignment essay. Higher Education, 35, 453- 272. Skott, J. (2015a). The promises, problems, and prospects of research on teachers’ beliefs. In H. Fives & M. G. Gill (Eds.), International Handbook of research on teachers’ beliefs (pp. 13–30). New York, NY: Routledge. Stacey, K., &Wiliam, D. (2013). Technology and Assessment in Mathematics. In M.A. (Ken) Clements, A. J. Bishop, C. Keitel, J. Kilpatrick, & F. K. S. Leung (Eds.), Third International Handbook of Mathematics Education (pp. 327--360). Australia: Springer. Struyven, K., Dochy, F., &Janssens, S. (2005). Students' perceptions about evaluation and assessment in higher education: a review1. Assessment & Evaluation in Higher Education 30(4), 325-341.