Individual Oral Exams in Mathematics Courses: 10 Years of Experience at the Air Force Academy

Boedigheimer, Ralph; Ghrist, Michelle; Peterson, Dale; Kallemyn, Benjamin

doi:10.1080/10511970.2014.906008

Cited by 16 publications

(12 citation statements)

References 3 publications

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“…Literature suggests these assessments have the potential to offer valuable insights into students' problem-solving skills and information processing abilities (Bowen, 1994;Orgill and Sutherland, 2008;Walker and Sampson, 2013). Students are often more prepared for oral discussions due to the face-to-face nature of the examination, which motivates them to engage with the material at a deeper level-the assessment requires students do more than just memorize and regurgitate-resulting in better responses (Hambrecht, 2003;Boedigheimer et al, 2015;Iannone and Simpson, 2015). Similarly, instructors are able to engage with students and guide them in their critical thinking on a deep level in a way that written exams cannot facilitate (Gent et al, 1999).…”

Section: Background and Rationalementioning

confidence: 99%

Exploring alternative assessments during COVID: Instructor experiences using oral exams

Gaines,

Burrows

2024

Front. Educ.

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Research into conventional summative assessment methods, such as written exams, has been extensively documented in the literature. However, as academia evolves in response to changing dynamics, there is a growing demand for more robust summative assessment approaches. Oral exams have emerged as a noteworthy form of summative assessment with intrinsic formative qualities, enabling instructors to delve deeply into students’ comprehension within a meaningful learning framework. Considering the constraints imposed by the traditional written examination format during the COVID pandemic, two educators implemented oral assessments in their chemistry courses, one in general chemistry and the other in organic chemistry. This article presents a comprehensive account of their approach, course structure, rubrics, documentation procedures, and the challenges associated with implementing oral exams. Furthermore, the authors offer insights derived from perceived course outcomes, experiences, collaborative efforts, and reflections from this transformative process. Through candid exploration, this article delves into both the potential advantages and the hurdles associated with the adoption of oral exams in chemistry education. It serves as a valuable resource for educators seeking innovative assessment strategies.

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Section: Background and Rationalementioning

confidence: 99%

Exploring alternative assessments during COVID: Instructor experiences using oral exams

Gaines,

Burrows

2024

Front. Educ.

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“…In contrast, oral exams can better assess conceptual knowledge and relational understanding of mathematics. Furthermore, the literature on oral assessment in mathematics classrooms reports that oral assessments in mathematics: provide immediate feedback and immediate grade; prevent plagiarism; help develop better oral communication skills; promote deep comprehension of the learned material; encourage students to deeply and actively engage with the course material; help students gain ownership of the learned material; help students learn to express technical material clearly and concisely; allow for probing knowledge through dialogue; provide longlasting mathematical knowledge; are authentic; help prepare students for their professional careers; help develop better presentation skills; help students build the confidence; are reactive to students" needs; encourage students to put more effort and time in preparing for it (Boedigheimer, et al, 2015;Lianghuo & Mei, 2007;Iannone & Simpson, 2012, 2015Nelson, 2010;Nor & Shahrill, 2014;Odafe, 2006).…”

Section: Positive and Negative Aspects Of Oral Assessmentmentioning

confidence: 99%

Challenges with Implementing Oral Exams in Post-Secondary Mathematics Courses

Videnovic

2020

indonesian.j.of.mathematics.education

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In this study, seven mathematics professors and instructors were interviewed to share their thoughts about implementing oral assessment in mathematics courses in Canada and the United States, where oral assessment in mathematics is not part of the educational system. Four out of seven mathematics professors and instructors were educated in Poland, Romania, Bosnia, and Ukraine, and they are currently teaching mathematics at a university in Canada. The other three professors were educated in Canada, Germany, and the United States, and they are currently teaching at a university in Germany. Five participants had previously experienced oral examination in mathematics, while the other two had never been exposed to oral examination in mathematics throughout their schooling. The results showed that implementing oral assessment in mathematics courses at the university level in Canada and the United States might raise some students’ and professors’ concerns.

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“…Ramella [17] likewise describes teacher reports of higher scores on oral exam performance, crediting the opportunity to self-correct and think out loud as possible explanations. Other researchers have taken an approach more similar to the current investigation by using correlation coefficients to demonstrate that oral exam scores correlate, but not perfectly so, with written exam scores [21], [22]. While such an analysis is informative, we believe that using further statistical modeling will help give a clearer answer about the value of oral exams.…”

Section: Oral Exams and Traditional Assessments In The Classroommentioning

confidence: 77%

Midterm oral exams add value as a predictor of final written exam performance in engineering classes: A multiple regression analysis

Kim,

Pilegard,

et al.

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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Hello, I am Minju Kim, a PhD Candidate in Experimental Psychology at UC San Diego. I am interested in promoting meaningful learning in engineering classes with research in class designs (e.g. implementing oral exams as assessments, scaffolding the bonding with the teaching team). I am also interested in designing summative and formative assessments that scaffold students with analogical transfer of their knowledge. I am looking for teaching postdoc positions for years 2023-2025 in Psychology and Education in general!

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Individual Oral Exams in Mathematics Courses: 10 Years of Experience at the Air Force Academy

Cited by 16 publications

References 3 publications

Exploring alternative assessments during COVID: Instructor experiences using oral exams

Exploring alternative assessments during COVID: Instructor experiences using oral exams

Challenges with Implementing Oral Exams in Post-Secondary Mathematics Courses

Midterm oral exams add value as a predictor of final written exam performance in engineering classes: A multiple regression analysis

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