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

摘要: This paper explores the views of a group students who took an oral performance assessment in first-year mathematics module. Such assessments are unusual for most subjects UK, but particularly within generally homogenous diet undergraduate mathematics. The evidence presented here resonates with some, not all, existing literature on and suggests that, despite concerns about anxiety fairness, see as encouraging focus understanding, being relatively authentic reactive to their needs. We argue suitably implemented, may be viable method straddling ‘assessment for’ of’ learning divide higher education.