Abstract

There is a large amount of research suggesting that traditional assessments in higher education are outdated, and newer, more authentic assessment strategies should be pursued. One such form of authentic assessment is a portfolio of learning evidence, and another is the oral interview or oral assessment. However, the portfolio and interview are not only methods of assessment, but also primary drivers of learning and creative thinking. In statistics and data science education, the portfolio of learning evidence and interview assessment have not been implemented widely, although some authors have explored the implications of assessments. This mixed-methods study examines the interplay between the use of portfolios and interview assessments in a mathematical statistics course and Fink's framework for significant learning. The study finds that there are indeed numerous advantages that can be gained from using these novel methods instead of traditional learning and teaching methods.