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There has been a remarkable growth of interest in the assessment of student learning and its relation to the process of learning in higher education over the past ten years. This interest has been expressed in various ways through large scale research projects, international conferences, the development of principles of assessment that supports learning, a growing awareness of the role of feedback as an integral part of the learning process, and the publication of exemplary assessment practices. At the same time, more limited attention has been given to the underlying nature of assessment, to...

Oral assessment of student learning has a long history in tertiary education, at both undergraduate and postgraduate levels, and features in examinations for entry into many professions. Despite its ubiquity, little is known about how oral assessment is experienced from the students perspective. Based on intensive student interviews, this book presents contrasting ways in which one common form of oral assessment - the oral class presentation - can be experienced by students. Students who saw presentations as persuasive arguments found their assessment to be intensely engaging - they prepared...