<p><span lang="EN-US">In this study, seven mathematics professors and instructors were interviewed to share their thoughts about implementing oral assessment in mathematics courses in Canada and the United States, where oral assessment in mathematics is not part of the educational system. Four out of seven mathematics professors and instructors were educated in Poland, Romania, Bosnia, and Ukraine, and they are currently teaching mathematics at a university in Canada. The other three professors were educated in Canada, Germany, and the United States, and they are currently teaching at a university in Germany. Five participants had previously experienced oral examination in mathematics</span><span>,</span><span lang="EN-US"> while the other two had never been exposed to oral examination in mathematics throughout their schooling. The results showed that implementing oral assessment in mathematics courses at the university level in Canada and the United States might raise some students</span><span>’</span><span lang="EN-US"> and professors</span><span>’</span><span> <span lang="EN-US">concerns.</span></span></p>

<p>In this short communication, the author analyzed Paul Ernest’s theory on relationships between teachers’ beliefs, and their impact on teachers’ practice of mathematics. The author considered the teachers’ espoused and enacted models of mathematics assessment in addition to the teachers' views of the nature of mathematics, teaching, and learning models. The author also considered three purposes of mathematics<em> </em>assessment.</p>