The assessment culture of mathematics in Finland: a student perspective

Abstract

ABSTRACT This study outlines the assessment culture of mathematics in Finnish basic education (grades 6 and 9) based on a nationally-sampled dataset (N = 673). The study draws on the theoretical framework of assessment cultures as defined through cultures of learning, compliance and fear. We approach the assessment culture of mathematics through the student perspective. Students responded to a survey of how often summative and formative assessment practises were used in mathematics, and how useful they perceived them to be. A cluster analysis was conducted to understand the various student sub-groups on the basis of their perceptions of assessment. Overall, the results highlight the dominating role of exams as the backbone of mathematics assessment. Based on these findings, we conclude that in Finland, where assessment in basic education is mainly low-stakes, and where there are no national tests at this level, the assessment culture of mathematics largely represents a culture of compliance.