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Understanding the perceptions and factors that influence student engagement with formative assessment in mathematics education

Philip Anderson (ENGIN)
Nikos Savva (MATHS)
Federica Dragoni (MATHS)
Vincent Knight (MATHS)

This project explores student perceptions of formative assessment through a rigorous statistical analysis of a student questionnaire. The quantitative study shows various interesting aspects of student perception and identifies student types according to various dimensions (such as perception of feedback and self perceived academic performance).