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

Käng, Dredge Byung’chu; Goico, Sara; Ghanbari, Sheena; Bennallack, Kathleen; Pontes, Taciana; O'Brien, Dylan H.; Hargis, Jace

doi:10.20429/ijsotl.2019.130210

Cited by 14 publications

(22 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In recent years, oral exams have been developed in the STEM field. For example, oral examinations have been implemented in biology, organic chemistry, general chemistry and advanced inorganic chemistry, computer science, mathematics, physics, and social science . During the preparation of this manuscript, articles describing the implementation of virtual group oral exams in a biochemistry course for nonmajors, and in physical chemistry and general chemistry, were published.…”

Section: Introductionmentioning

confidence: 99%

Personalized Distance-Learning Experience through Virtual Oral Examinations in an Undergraduate Biochemistry Course

Kamber

2020

J. Chem. Educ.

View full text Add to dashboard Cite

In-person interactions between faculty and students personalize the learning experience and are the hallmark of primarily undergraduate institutions. These invaluable student− faculty interactions were disrupted during the 2019 SARS-CoV-2 global pandemic and led to a rapid, unprecedented shift to distance-learning. Within the space of virtual distance-learning, individualized interactions and assessments of student-learning were largely relegated to online exams and quizzes administered via computer randomized multiple-choice, matching, true−false, and fillin-the-blank type questions. This article describes the implementation of a virtual oral examination in an undergraduate biochemistry course at Towson University. Individual oral exams were arranged during the last 2 weeks of the semester and replaced a traditional written final exam. Each oral exam was conducted via Webex and had an average time of 20 min. On the basis of detailed, anonymous student feedback and survey data collected, the oral exam experience was valued by the students, and students agreed that participation in the oral exam personalized the distance-learning experience.

show abstract

Section: Introductionmentioning

confidence: 99%

Personalized Distance-Learning Experience through Virtual Oral Examinations in an Undergraduate Biochemistry Course

Kamber

2020

J. Chem. Educ.

View full text Add to dashboard Cite

show abstract

“…Students were also reported to spend about the same amount of time studying for an oral examination than a written one. 20 Students were more nervous in oral examinations, but they performed better compared to written ones. These suggest that anxiety could be attributed to many factors, including the expectations that verbal tasks require greater understanding or acting in a professional setting socially.…”

Section: Resultsmentioning

confidence: 97%

“…16,17 Also, the structured oral examination improved students' performance and skills in communication and critical thinking through a different means of engaging with the material. 18,20,21 Williams and Hak's article suggested that there were some positive and negative aspects of the oral examination. 22 The positive aspects include students who feel benefited by the oral examination that is not too time-consuming compared to the written tests and students who think the fairness between one student and another because of uniformity.…”

Section: Resultsmentioning

confidence: 99%

Enhancing Students’ Motivation: The Effect of a Structured Oral Examination in Basic Clinical Skills Training

Utami

Mirzatillah

Isnayanti

et al. 2021

JPKI

View full text Add to dashboard Cite

Background: Basic Clinical Skills (BCS) is one of the learning methods in medical education that acts as an intermediary bridge to apply procedural knowledge and clinical competency for medical students. Medical educators have successfully used many ways to assess students’ abilities, both oral and written. Oral examinations have vast advantages compared to other assessment methods. However, no standardization of questions to be tested becomes an essential issue in the assessment process. A structured oral examination may increase students’ motivation to prepare themselves better to study the material before following BCS training. This study aimed to determine the effect of a structured oral examination on students’ motivation and identify students’ motivation. Methods: This quasi-experimental research used a pretest-posttest design to assess the effect of applying the structured oral examination on students’ motivation. The subject of this study was the third-year medical students that amounted to 109 students. Sample selection was made by total sampling. In this study, the authors used SMQ-II questionnaires to measure the students’ motivation. Results: This research showed significant differences between student motivation on pretest and posttest (p-value of 0,000) after the students were given the structured oral examination at the beginning of basic clinical skills training. It means the structured oral examination affected students’ motivation. Conclusion: The structured oral examination administered for students before entering BCS learning processes had a significant impact on the students’ motivation. The preparation and the regulation of the structured oral examination on the BCS learning processes should be reinforced to motivate the students and make them more skillful

show abstract

“…The main challenge with oral exams was the large time commitment for the faculty member. The exam consumed the entire workday (7–12 h), but oral exams have been conducted in a large-scale lecture course elsewhere . The benefits from observing students’ thought processes and problem-solving strategies outweigh the time commitment challenge.…”

Section: Remote Oral Examinations In Physical Chemistrymentioning

confidence: 99%

“…The exam consumed the entire workday (7−12 h), but oral exams have been conducted in a large-scale lecture course elsewhere. 32 The benefits from observing students' thought processes and problem-solving strategies outweigh the time commitment challenge. Individual and team oral exams will be utilized in Fall 2020 and future semesters.…”

Section: Chemistrymentioning

confidence: 99%

Repurposing Best Teaching Practices for Remote Learning Environments: Chemistry in the News and Oral Examinations During COVID-19

Giordano

Christopher

2020

J. Chem. Educ.

View full text Add to dashboard Cite

The Spring 2020 semester will be marked in our history as one of the most challenging semesters for higher education, although through the adversity, we were presented with opportunities for classroom innovation. A reflective account of the teaching insights gained from implementing a COVID-19 miniunit and utilizing remote oral examinations is presented. In Physical Chemistry II, the best practices of context-based learning and oral examinations were repurposed to match our current pandemic and remote learning environments. A context-based unit inspired by Chemistry in the News projects was designed from open-source ACS COVID-19 resources, which addressed chemists’ role in the pandemic response, the efficiency of face masks, and treatment avenues. The teaching insight gained was that students truly appreciated discussing the relevance of science to current events. This miniunit will be improved by making explicit connections between course topics and the pandemic response in future semesters. Also, in Physical Chemistry II, individual and team remote oral exams were conducted over Microsoft Teams video conferencing software. The benefits from observing students’ thought processes and problem-solving strategies make up for the significant instructor time commitment, and oral exams will be utilized in future semesters. Last, a remote oral final exam was also utilized for General Chemistry II pass/fail students.

show abstract

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

Cited by 14 publications

References 9 publications

Personalized Distance-Learning Experience through Virtual Oral Examinations in an Undergraduate Biochemistry Course

Personalized Distance-Learning Experience through Virtual Oral Examinations in an Undergraduate Biochemistry Course

Enhancing Students’ Motivation: The Effect of a Structured Oral Examination in Basic Clinical Skills Training

Repurposing Best Teaching Practices for Remote Learning Environments: Chemistry in the News and Oral Examinations During COVID-19

Contact Info

Product

Resources

About