Providing an Oral Examination as an Authentic Assessment in a Large Section, Undergraduate Diversity Class

• Published in: International journal for the scholarship of teaching and learning Vol. 13; no. 2
• Main Authors: Kang, Dredge, Goico, Sara, Ghanbari, Sheena, Bennallack, Kathleen, Pontes, Taciana, O’Brien, Dylan, Hargis, Jace
• Format: Journal Article
• Language: English
• Published: Centers for Teaching & Technology at Georgia Southern University 29.05.2019; Georgia Southern University
• Subjects: Anxiety; Assessment; Barriers; Concept Formation; Course Descriptions; Diversity; Large Class Size; Large Group Instruction; Learner Engagement; Lecture Method; Oral Examination; Oral Language; Outcomes of Education; Performance Based Assessment; Race; Teaching Methods; Test Construction; Testing; Undergraduate Students
• ISSN: 1931-4744; 1931-4744
• DOI: 10.20429/ijsotl.2019.130210

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.