Providing an Oral Examination as an Authentic Assessment in a Large Section, Undergraduate Diversity Class
Year: 2019
Type: article
Abstract: This study reflects on the development and implementation of mid-term oral examinations in large-scale lecture courses at a large, public research university; specifically, this work examines the implications of oral exams for fostering student engagement and concept-based comprehension in addition to institutional and course commitments to diversity. This research traces the development of an effective method for administering oral midterms and assesses the advantages and challenges of utilizing oral examinations for student assessment by detailing student feedback and TAs’ reactions to administering this examination format. Findings reveal that oral examinations provided a chance for students to develop skills through a different means of engaging material and to foster a concept-based learning approach. In a discussion of student and TA reactions, this paper reports a predominantly positive assessment by both groups while noting the challenges and disadvantages of this format.
Authors: Dredge Kang, Sara Goico, Sheena Ghanbari, Kathleen Bennallack, Taciana Pontes, Dylan O’Brien, Jace Hargis
Institution: University of California San Diego
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2947379390