Assessment Framework Toolkit: Weekly Oral Quizzes

Weekly Oral Quizzes

Weekly Oral Quizzes

Assessment Framework Toolkit

Secure Assessment Type: In-Term Supervised Task
Cohort Size: 155 students
Delivery Mode: Face-to-Face
Weighting: 20% (10 x 2%)
Duration: Each of weeks 2 to 12 in workshop, the best 10 of 11 quiz marks will count.
Assessment Type: Weekly Oral Quizzes

 

Outcome being assessed:

  • Explain and work with the concepts from basic algebra and coordinate geometry
  • Use mathematical processes to investigate phenomena in the world.
    

Tools Used:

  • Weekly worksheet
  • Class list (tick and flick against marking criteria)
   

Brief:

Students participate in a live weekly quiz at the end of each weekly workshop to demonstrate their ability to both apply mathematical theory (doing) and explain how/why it works in practice (explaining).

Each workshop was based around a worksheet that students completed throughout the workshop. Demonstrators would spend the second half of the workshop talking with each student to assess their understanding of the mathematical topic and the practical application.

The rubric for each weekly quiz was out of a total of two marks and designed around two criteria. The first criteria focusses on the student completing the mathematical work (application of the mathematical theory) and the second focussed on student commentary about the use of the theory.

The design of this assessment also featured students receiving immediate feedback during each workshop that supported their progress in the course throughout the semester.

    

Detailed Breakdown:

Weekly Worksheets
Weekly worksheets are developed as part of the learning activities for student progression through the course. The worksheets are tied to the material addressed in the lecture each week, however as noted this course has already moved away from traditional didactic lectures.
The weekly workshops have students working through the weekly worksheet to further solidify their understanding of the topics for each week. Staff provide support to students as they move through the worksheet to troubleshot completion.

Student Selection
There are no guidelines regarding the approach to selecting students. Methods could include an alphabetical name list, seating arrangements, or student nominated.
It is key to ensure the student feels prepared to talk about their work. When approached, some students may nominate to be assessed a little later in the class.

1:1 Worksheet Discussion
During the second half of the workshop (1hr), demonstrators sit down individually with students to review their progress towards the week’s problems. Demonstrators briefly review the student’s proposed solutions, identify where the student has performed well, and any aspect of their work and mathematical thinking that require further support. To make the most of the 1:1 time and reduce student anxiety, the review process focuses on conceptual understanding of mathematics rather than technical skills.  Sample demonstrator questions include:

  • "Can you explain why this method works?"
  • "What happens if we change this part of the problem?"
  • "How is this concept connected to something we've seen before?"

The challenges in coordinating this process within a busy workshop class are offset by the value of the immediate feedback students receive.

Marking Process
Staff move around the room stopping in with each student to see if the student met the marking criteria for completing the mathematics correctly and explaining how they completed it and/or the conceptual understanding.
Performance is measured on a simple scale:

0 = not participated / no attempt.
1 = low effort or engagement observed.
2= engaged attempt

Marks are entered on a class list and transferred into Canvas when the class finishes.

Wrap-Up
Demonstrators close the conversation with some words of encouragement and 1 piece of actionable feedback.

Thank you to Dr Andrew Kepert and Professor Natalie Thamwattana from the School of Information and Physical Sciences (Mathematics) who provided their time and expertise to help with the creation of this resource.

If you have an example of redesigning assessment to improve security that you would like to share with your colleagues, please contact LDTI@newcastle.edu.au