Existing research posits a relationship between undergraduate mathematics students’ mathematics-related epistemological beliefs and their perceptions of summative assessment. This paper reports a study investigating whether there is indeed such a relationship. First and second year mathematics undergraduate students at two universities in the UK were invited to complete a questionnaire, comprising the Assessment Preference Inventory and the Mathematics-Related Beliefs Questionnaire. The results did not support the prediction, with the only statistically significant relation found being one between students’ self-efficacy and their preference for summative assessment methods requiring complex responses. We conclude either that the prediction of the relationship is mistaken, or that concerns about the definition of discipline-based epistemological beliefs, the uniformity of the sample in the study or the issue of validity of the tools used to measure epistemological beliefs may mask the nature of this relationship.

中文翻译：

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数学学生基于学科的认识论信念与其总结性评估偏好之间的关系

现有的研究提出了大学数学学生与数学有关的认识论信念与他们的总结性评价观念之间的关系。本文报告了一项研究，调查是否确实存在这种关系。邀请了英国两所大学的一年级和二年级数学本科生填写问卷，包括评估偏好清单和与数学有关的信念问卷。结果不支持该预测，发现唯一的统计学上显着的关系是学生的自我效能与他们对需要复杂回答的总结性评估方法的偏爱之间的关系。我们得出的结论是，对关系的预测是错误的，