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The impact of high stakes oral performance assessment on students’ approaches to learning: a case study

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journal contribution
posted on 28.01.2020, 16:55 by Paola Iannone, Christoph Czichowsky, Johannes Ruf
This paper presents findings from a case study on the impact of high stakes oral performance assessment on third year mathematics students’ approaches to learning (Entwistle & Ramsden, 1983). We choose oral performance assessment as this mode of assessment differs substantially from written exams for its dialogic nature and because variation of assessment methods is seen to be very important in an otherwise very uniform assessment diet. We found that students perceived the assessment to require conceptual understanding over memory and were more likely to employ revision strategies conducive to deep learning (akin to conceptual understanding) when preparing for the oral performance assessment than when preparing for a written exam. Moreover, they reported to have engaged and interacted in lectures more than they would have otherwise, another characteristic conducive to deep learning approaches. We conclude by suggesting some implications for the summative assessment of mathematics at university level.

Funding

Teaching and Learning Centre at the London School of Economics

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

Educational Studies in Mathematics

Volume

103

Pages

313–337

Publisher

Springer (part of Springer Nature)

Version

VoR (Version of Record)

Rights holder

© The authors

Publisher statement

This is an Open Access Article. It is published by Springer under the Creative Commons Attribution 4.0 Unported Licence (CC BY). Full details of this licence are available at: http://creativecommons.org/licenses/by/4.0/

Acceptance date

22/01/2020

Publication date

2020-03-17

Copyright date

2020

ISSN

0013-1954

eISSN

1573-0816

Language

en

Depositor

Dr Paola Iannone. Deposit date: 28 January 2020

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