Oral Examination on – Turn rning Form ormal Assessment Into o 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 “The oral exam cover both the synopsis and Form groups & Write Submit synopsis and sign- Oral examination Synopsis up the course material (see syllabus as well as handouts for each session). The exam •Register groups on • Submit written synopsis •Exam dates: 25, 28-29 homepage. no later than 21 May at May. consists of the following phases: 12 noon. - Presentation and discussion of key aspects of the •Select a theme for •20 minute slot per synopsis. •Sing-up for at least three student synopsis. different time-slots via - Answering a question (drawing one question out of a Doodle. •Group activity. •Individual examination: deck of 10). Present synopsis, discuss •Individual preparation course themes, answer •Write synopsis. - Broader discussion from the synopsis to other parts (read course material). questions. of the course.” •Feedback and grade provided. •Learning log submittted
Assessment Based on the overall evaluation of the student’s performance, • oral 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?
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