Mathematics professors' views on written and oral assessment in mathematics

One of the most striking differences between the Canadian educational system and the European educational systems is the importance given to oral assessment, particularly in mathematics courses. This thesis studies the views on oral assessment in post-secondary education from mathematics professors’ perspectives. Seven mathematics professors and instructors are interviewed, being asked to explain how they perceive the oral examination, and how they compare the oral exam to the written exam. Four out of seven mathematics professors and instructors were educated in Poland, Romania, Bosnia, and Ukraine, and they are currently teaching mathematics at a university in Canada. The other three professors were educated in Canada, Germany, and the United States, and they are currently teaching at a university in Germany. Five participants had previously experienced oral examination in mathematics while the other two had never been exposed to oral examination in mathematics throughout their schooling. The results show that similar beliefs about mathematics result in different beliefs about mathematics assessment. They suggest that the mathematics professors’ views on oral assessment in mathematics are influenced by their schooling and teaching experiences with mathematics assessment, as well as the socio-cultural and the institutionalized mathematics assessment norms that exist within the teaching institution.