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Abstract

This paper reports on the inclusion of an oral component of assessment in science at two tertiary institutions in South Africa. The purpose of this paper is not to report on the results of the assessments conducted, but to focus on some of the unexpected rewards of conducting qualitative research in assessment. Using focus group discussions within a qualitative framework allowed me insights into the thoughts and experiences of the students and assessors, making the benefits of oral assessment apparent. These benefits included how assessment can be used as a learning opportunity, the advantages of homogeneous versus heterogeneous groups, and the benefits of face-to-face interaction, all of which led to improved relationships between students and assessors

Keywords

Action Research, Assessment, Focus Group Discussions, and Oral Assessment

Publication Date

6-1-2008

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

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