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Title: Students’ views of oral performance assessment in mathematics: straddling the ‘assessment of’ and ‘assessment for’ learning divide
Authors: Iannone, Paola
Simpson, Adrian
Keywords: Assessment for learning
Assessment of learning
Oral assessment
Issue Date: 2015
Publisher: © Taylor & Francis
Citation: IANNONE, P. and 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), pp. 971-987.
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.
Description: This is an Accepted Manuscript of an article published by Taylor & Francis in Assessment & Evaluation in Higher Education on 22nd Sept 2014, available online: http://dx.doi.org/10.1080/02602938.2014.961124
Sponsor: This work was supported by the MSOR Network in the UK through the Mathematical Sciences HE Curriculum Innovation Project, part of the National HE STEM Programme.
Version: Accepted for publication
DOI: 10.1080/02602938.2014.961124
URI: https://dspace.lboro.ac.uk/2134/21505
Publisher Link: http://dx.doi.org/10.1080/02602938.2014.961124
ISSN: 0260-2938
Appears in Collections:Published Articles (Mathematics Education Centre)

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