Oral Assessment: Preparing Learners for Discourse in Communities of Practice

Abstract

Grounded in social constructivism within an action research framework, this paper locates oral assessment within situated learning and focuses on the construction and assessment of knowledge within communities of practice. This study found that by simulating situations for undergraduate learners to familiarize them with the discourse practices before they are expected to interact on a more professional level within communities of practice, oral assessment enables exposure to the cultural models and the sociocultural groups that can socialize them into these. It is recommended that these experiences be guided by their educators and more capable peers so that learning can be scaffolded.