Iannone2020_Article_TheImpactOfHighStakesOralPerfo (1).pdf (793.21 kB)
The impact of high stakes oral performance assessment on students’ approaches to learning: a case study
journal contribution
posted on 2020-01-28, 16:55 authored by Paola Iannone, Christoph Czichowsky, Johannes RufThis 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 MathematicsVolume
103Pages
313–337Publisher
Springer (part of Springer Nature)Version
- VoR (Version of Record)
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© The authorsPublisher 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
2020-01-22Publication date
2020-03-17Copyright date
2020ISSN
0013-1954eISSN
1573-0816Publisher version
Language
- en
Depositor
Dr Paola Iannone. Deposit date: 28 January 2020Usage metrics
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