Masterson, Brendan;
Sharples, Nicholas;
Jones, Matthew M;
Lawrence, Snezana;
Megeney, Alison;
(2024)
Authenticity in Learning, Teaching and Assessment.
MSOR Connections
, 22
(2)
pp. 29-36.
10.21100/msor.v22i2.1488.
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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.
| Type: | Article |
|---|---|
| Title: | Authenticity in Learning, Teaching and Assessment |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.21100/msor.v22i2.1488 |
| Publisher version: | http://dx.doi.org/10.21100/msor.v22i2.1488 |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Authentic assessment; mathematics education; |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > UCL BEAMS UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Engineering Science UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Engineering Science > UCL School of Management |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10191282 |
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