The article originally appeared in the Proceedings of 30th Psychology of Mathematics Education (PME) Conference Prague July 2006. We could like to thank the authors and conference organisers for giving permission to re-print this article. More info about PME 30 is available at: http://www.pme30.cz/Default.aspx
This article considers assessment practices in the field of higher education mathematics courses. It argues that within the potentially deleterious context of summative assessments it is possible to re-craft the demands on students in order to incorporate some opportunities for educative assessment. Evidence in the form of stories of students’ experiences is offered to suggest that such practices have a contribution to make to supporting students in making positive disciplinary relationships.
