RUME 26
2024
Omaha, Nebraska
Analyzing an Instructor's Oral Follow-Up Assessment Strategies in an Introductory Proof Course
Page: 599
This study investigates the characteristics of an instructor's communication in one-on-one oral assessments for an introduction-to-proof course and how they impact student learning. It examines the instructor's strategies for evaluating the depth of students’ knowledge. Using thematic analysis, the study examines patterns in question types and their relation to revision quality and presentation fluency. Findings reveal that well-revised proofs prompted questions about comprehension and logical structure. For revisions needing improvement, questions guided students to establish correct proofs before addressing comprehension. The study also explores teaching elements resulting from the instructor's assessment practice using commognitive theory. These findings contribute to assessment practices, particularly in revision and oral assessment for introduction-to-proof courses. By highlighting communication's role in student learning, this research advances alternative assessment understanding in higher education mathematics.