Oral Examination on Turn rning Form ormal Assessment Into o - - PowerPoint PPT Presentation

Oral Examination

• n – Turn

rning Form

• rmal Assessment Into
• Individual Learn

rning Experi riences

Árni Halldórsson and Ida Gremyr KUL 2019

Oral examination – background and case

• Background
• Desire to provide examinations that are an integrated part of the student’s learning experience
• Moving from assessments in the form of summative feedback to formative feedback - from formal

assessments into learning experiences

• Oral examination provides new opportunities for student-lecturer interaction
• Case
• The case here is TEK590 Service Management (about 30 students)
• The process for oral examination includes learning that ranges from peer learning in groups to a face-

to-face contact between students and lecturers.

An oral exam process

Form groups & Write Synopsis

• Register groups on

homepage.

• Select a theme for

synopsis.

• Group activity.
• Write synopsis.

Submit synopsis and sign- up

• Submit written synopsis

no later than 21 May at 12 noon.

• Sing-up for at least three

different time-slots via Doodle.

• Individual preparation

(read course material). Oral examination

• Exam dates: 25, 28-29

May.

• 20 minute slot per

student

• Individual examination:

Present synopsis, discuss course themes, answer questions.

• Feedback and grade

provided.

• Learning log submittted

“The oral exam cover both the synopsis and the course material (see syllabus as well as handouts for each session). The exam consists of the following phases:

• Presentation and discussion of key aspects of the

synopsis.

• Answering a question (drawing one question out of a

deck of 10).

• Broader discussion from the synopsis to other parts
• f the course.”

Assessment

• Based on the overall evaluation of the student’s performance,
• ral and written
• Points awarded for answers that reflect:
• knowledge of theoretical principles
• Are supported by evidence from a particular industrial context
• awareness of the managerial implications of the issues raised
• Consideration is given to different levels of learning (e.g according to

Bloom’s taxonomy)

• Remember (e.g. recall), understand (e.g. explain, describe)
• Apply, analyse (e.g. distinguish different parts, compare)
• Evaluate (e.g. argue, justify a decision), create

Experiences

• Students’ perspective
• Stressful but good: ”The oral exam was the part of the course that the student felt most worried about.

But we did enjoy the concept and think it is a good thing to have the coming courses” (student)

• Satisfied with the grades given (realising their own strengths and weaknesses)
• Teachers’ perspective
• Critical to have a clear process and information
• Assessment grid needed
• Two teachers needed in the room
• Intense and fun (we had three students per hour)

Thank you! Questions?