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

Paola, Iannone, Czichowsky, Christoph ORCID: 0000-0002-3513-6843 and Ruf, Johannes ORCID: 0000-0003-3616-2194 (2020) The impact of high stakes oral performance assessment on students’ approaches to learning: a case study. Educational Studies in Mathematics, 103 (3). 313 - 337. ISSN 0013-1954

Text (The impact of high stakes oral performance assessment on students’ approaches to learning: a case study) - Published Version Available under License Creative Commons Attribution. Download (808kB)

• Author

Abstract

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 and Ramsden, Understanding student learning, 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.

Item Type:	Article
Official URL:	https://link.springer.com/journal/10649
Additional Information:	© 2020 The Authors
Divisions:	Mathematics
Subjects:	L Education > LB Theory and practice of education
Date Deposited:	14 Jan 2020 11:15
Last Modified:	12 Dec 2024 02:02
URI:	http://eprints.lse.ac.uk/id/eprint/103050

Actions (login required)

View Item