Students’ views of oral performance assessment in mathematics: straddling the ‘assessment of’ and ‘assessment for’ learning divide

Iannone, Paola and Simpson, Adrian (2015) Students’ views of oral performance assessment in mathematics: straddling the ‘assessment of’ and ‘assessment for’ learning divide. Assessment and Evaluation in Higher Education, 40 (7). pp. 971-987. ISSN 0260-2938

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Abstract

This paper explores the views of a group of students who took an oral performance assessment in a first year mathematics module. Such assessments are unusual for most subjects in the UK, but particularly within the generally homogenous assessment diet of undergraduate mathematics. The evidence presented here resonates with some, but not all, of the existing literature on oral assessment and suggests that, despite concerns about anxiety and fairness, students see oral assessments as encouraging a focus on understanding, being relatively authentic and reactive to their needs. We argue that, suitably implemented, oral assessment may be a viable assessment method for straddling the ‘assessment for’ and ‘assessment of’ learning divide in higher education.

Item Type: Article
Uncontrolled Keywords: assessment for learning ,mathematics, oral assessment,assessment of learning,education ,/dk/atira/pure/subjectarea/asjc/3300/3304
Faculty \ School: Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User: Pure Connector
Date Deposited: 09 Oct 2014 16:18
Last Modified: 21 Apr 2020 23:27
URI: https://ueaeprints.uea.ac.uk/id/eprint/50251
DOI: 10.1080/02602938.2014.961124

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