Skip to main content

Research Repository

Advanced Search

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

Iannone, P.; Simpson, A.

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


Authors

P. Iannone



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.

Citation

Iannone, P., & Simpson, A. (2015). Students’ views of oral performance assessment in mathematics: straddling the ‘assessment of’ and ‘assessment for’ learning divide. Assessment & Evaluation in Higher Education, 40(7), 971-987. https://doi.org/10.1080/02602938.2014.961124

Journal Article Type Article
Online Publication Date Sep 22, 2014
Publication Date Oct 1, 2015
Deposit Date Aug 28, 2015
Publicly Available Date Mar 22, 2016
Journal Assessment & Evaluation in Higher Education
Print ISSN 0260-2938
Electronic ISSN 1469-297X
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 40
Issue 7
Pages 971-987
DOI https://doi.org/10.1080/02602938.2014.961124
Keywords Assessment for learning, Assessment of learning, Oral assessment, Mathematics.

Files




You might also like



Downloadable Citations