We use cookies to ensure that we give you the best experience on our website. By continuing to browse this repository, you give consent for essential cookies to be used. You can read more about our Privacy and Cookie Policy.

Durham Research Online
You are in:

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

Iannone, P. and Simpson, A. (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). 971-987 .


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
Keywords:Assessment for learning, Assessment of learning, Oral assessment, Mathematics.
Full text:(AM) Accepted Manuscript
Download PDF
Publisher Web site:
Publisher statement:This is an Accepted Manuscript of an article published by Taylor & Francis Group in Assessment and Evaluation in Higher Education on 22/09/2014, available online at:
Date accepted:No date available
Date deposited:11 September 2015
Date of first online publication:22 September 2014
Date first made open access:22 March 2016

Save or Share this output

Look up in GoogleScholar