Group oral exams: Exploring assessment techniques for new instructional paradigms

Mandeville, Thomas; Menchaca, Velma D.

doi:10.1080/19388079409558164

Cited by 8 publications

(3 citation statements)

References 3 publications

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“…An intermediate point on the interaction dimension is the formal presentation followed by questioning of the student on the content of the presentation (see, for example, Mandeville & Menchaca, 1994;Rogers & Stemkoski, 1995).…”

Section: Intermediate Pointsmentioning

confidence: 99%

Dimensions of Oral Assessment

Joughin

1998

Assessment & Evaluation in Higher Education

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An analysis of the literature on oral assessment in higher education has identified six dimensions of oral assessment: primary content type; interaction; authenticity; structure; examiners and orality. These dimensions lead to a clearer understanding of the nature of oral assessment, a clearer differentiation of the various forms within this type, a better capacity to describe and analyse these forms, and a better understanding of how the various dimensions of oral assessment may interact with other elements of teaching and learning.

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Section: Intermediate Pointsmentioning

confidence: 99%

Dimensions of Oral Assessment

Joughin

1998

Assessment & Evaluation in Higher Education

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“…They might have asked each group member to provide a descriptive commentary of their individual contributions, and thereafter, awarded each member an individual grade. This was the strategy adopted by Mandeville and Menchaca (1994) in their group orals in two teacher training courses.…”

Section: Theoretical Justification Of the Powerpoint Presentationmentioning

confidence: 99%

The assessment of student PowerPoint presentations—attempting the impossible?

Dobson¹

2006

Assessment & Evaluation in Higher Education

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“…Finally, to reduce the time and energy cost of oral exams, practitioners have resorted to the employment of multiple assessors, including instructional assistants, as well as peers [31,42,45,75]. Group oral exams, in which several students are evaluated simultaneously, often on a collaborative task, are reported to have reduced administration time by several factors [41,43,[76][77][78][79][80][81][82][83][84]. The use of learning management systems and teleconferencing software has also been used to facilitate scheduling and circumvent the hassles associated with coordinating physical meetings [31, 42-44, 62, 75, 85, 86].…”

Section: Literature Reviewmentioning

confidence: 99%