TY - JOUR TI - Marking the exam paper – explicitness and communication of knowledge criteria in first year undergraduate mathematics education AU - ASHJARI, Hoda T2 - Recherches En Didactique Des Mathématiques AB - The overall interest in this paper concerns the transition from school to university mathematics education, with a specific focus on the extent to which lecturers are explicit and agree on how they assess first year undergraduate mathematics exam tasks and how they support students’ access to the assessment criteria. Empirical data from a focus group interview, including a discussion of how they assessed calculus exam tasks within an engineering programme, was conducted with eight mathematics lecturers at a major Swedish university. The interview data were analysed and interpreted drawing on key concepts from the anthropological theory of the didactic and Basil Bernstein’s sociology of education. Three main assessment criteria were identified, related to rigour, the construction of the exam paper, and holistic assessment. These were explicit and consistent to various degrees but only partially communicated to the students. Implications of the results for the transition problem are discussed. DA - 2018/// PY - 2018 VL - 38 IS - 3 SP - 365 EP - 408 J2 - RDM LA - EN SN - 0246–9367 UR - https://revue-rdm.com/2019/marking-the-exam-paper-explicitness-and-communication-of-knowledge-criteria-in-first-year-undergraduate-mathematics-education/ ER -