Abstract:

This exploratory paper will discuss the experience and observations of a newly introduced style of tutorial and assessment in first year mathematics service units at the author’s tertiary institution. The students discuss various solutions to previously unseen questions and use a whiteboard rather than paper to show working. Students still attend regular lectures and have both oral and written assessments on several occasions during the semester. This style of tutorial promotes many graduate attributes desired by future employers other than just the attainment of mathematical knowledge. This qualitative paper seeks to impart the experience of this style of tutorial in regards to student engagement, personal growth and assessment of mathematical understanding. Structure of the Observed Learning Outcome (SOLO) and Bloom’s taxonomies will be used to illustrate the benefits of both the tutorial style and oral assessment approach. Presently, there is no statistical evidence to show any difference in overall pass rate with this new style of tutorial. The main focus of this probing paper is to display another style of tutorial that delivers the opportunity of enhancing a variety of life-skills other than just passing grade.

Keywords:

Oral assessment, Bloom’s taxonomy, SOLO taxonom, student engagement.