One of the perennial dilemmas of education is how to assess the amount of knowledge transferred during the teaching process. It is more common today for a timed written test to be an important component of assessment, but perhaps the oldest form is the oral (or viva voce) examination (Huxham, Campbell, & Westward, 2012 ). Oral examinations still take place for doctoral dissertation, moot court, and many postgraduate medical programs (Joughin 2007). In higher level mathematics service units, students anticipate that assessment may consist of written tests and/or homework, online quizzes, and a final examination. In my experience as an educator, I have observed students spend many hours wondering and predicting their final grade. They scan past tests/exams to check their choice of questions to answer, the content of their allowable test/exam scores, and use a myriad of mathematical ideas to predict their final grade. Students from various disciplines are expected to possess a certain degree of mathematical thinking and knowledge that they will later apply in their chosen field. Given that most mathematics service units are positioned in the first year, their relevance to their curriculum is not easily appreciated. Students with a non-mathematical major need in-depth knowledge rather than a deep theoretical understanding of mathematics. The written solution may hide the writer's true intention, as incorrect reasoning or misconception may be masked by a correct answer (Mitchell & Horne, 2011). The word leaves room for their clarification. This exploratory article will examine the proposal of oral presentations in tutorials as part of the assessment in mathematics service units. As mentioned earlier...... middle of article ......mathematics: an alternative assessment technique, Primus: Problems, Resources and Issues in Mathematics Undergraduate Studies, 16(3), 243-256. Rettig, M. (2005) Using multiple intelligences to improve teaching for young children and young children with disabilities, Early Childhood Education Journal, 132 (4), 255-259.Szirony, GM, Pearson, LC, Burgin, JS, Murray, GC and Elrod, LM (2007) Cerebral hemisphere dominance and occupational preference: a preliminary analysis, Work, 29(4), 323-9. .Warren, J. (2008) How does the brain process music?, Clinical Medicine, 8(1), 32-36. Retrieved February 26, 2008 from Health & Medical Complete database. White, A. (2004) Impact of student motivation on teaching and learning, The Agricultural Education Magazine, 76(4), 14. Wilde, O. The Picture of Dorian Gray, Isobel Murray (editor).all authors.