{"title":"评估是融入的障碍","authors":"T. Mann","doi":"10.21100/msor.v21i1.1412","DOIUrl":null,"url":null,"abstract":"I argue that the methods used to assess mathematics in higher education too often prevent people from achieving their potential and have the (presumably unintended) consequence that the diversity of the mathematical community is reduced as a result.","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"61 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Assessment as a barrier to inclusion\",\"authors\":\"T. Mann\",\"doi\":\"10.21100/msor.v21i1.1412\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"I argue that the methods used to assess mathematics in higher education too often prevent people from achieving their potential and have the (presumably unintended) consequence that the diversity of the mathematical community is reduced as a result.\",\"PeriodicalId\":18932,\"journal\":{\"name\":\"MSOR connections\",\"volume\":\"61 1\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-03-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"MSOR connections\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.21100/msor.v21i1.1412\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"MSOR connections","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.21100/msor.v21i1.1412","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
I argue that the methods used to assess mathematics in higher education too often prevent people from achieving their potential and have the (presumably unintended) consequence that the diversity of the mathematical community is reduced as a result.
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