Oral exams for large-enrollment engineering courses to promote academic integrity and student engagement during remote instruction

Lubarda, Marko V.; Delson, Nathan; Schurgers, Curt; Ghazinejad, Maziar; Baghdadchi, Saharnaz; Phan, Alex; Minnes, Mia; Relaford-Doyle, Josephine; Klement, Leah; Sandoval, Carolyn L.; Qi, Huihui

doi:10.1109/fie49875.2021.9637124

Cited by 11 publications

(15 citation statements)

References 26 publications

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“…Many issues due to workload and time management adaptations surfaced with the need to provide student learning and assessment feedback through online platforms. Some of the written exam-type summative assessments were replaced by other forms such as team-based assignments, oral exams, and take-home exams, without compromising on the learning outcomes based on similar practices reported in the literature [45][46][47][48][49]. In this paper, using a DDDM approach, we focused on the impact of two major types of assessment methods, namely exam-based and nonexam assessments adopted in BIT subjects of an HE program undertaken as a case study.…”

Section: Data Analysis Results and Discussionmentioning

confidence: 99%

Data-Driven Decision-Making (DDDM) for Higher Education Assessments: A Case Study

Kaspi¹,

Venkatraman²

2023

Systems

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The higher education (HE) system is witnessing immense transformations to keep pace with the rapid advancements in digital technologies and due to the recent COVID-19 pandemic compelling educational institutions to completely switch to online teaching and assessments. Assessments are considered to play an important and powerful role in students’ educational experience and evaluation of their academic abilities. However, there are many stigmas associated with both “traditional” and alternative assessment methods. Rethinking assessments is increasingly happening worldwide to keep up with the shift in current teaching and learning paradigms due to new possibilities of using digital technologies and a continuous improvement of student engagement. Many educational decisions such as a change in assessment from traditional summative exams to alternate methods require appropriate rationale and justification. In this paper, we adopt data-driven decision-making (DDDM) as a process for rethinking assessment methods and implementing assessment transformations innovatively in an HE environment. We make use of student performance data to make an informed decision for moving from exam-based assessments to nonexam assessment methods. We demonstrate the application of the DDDM approach for an educational institute by analyzing the impact of transforming the assessments of 13 out of 27 subjects offered in a Bachelor of Information Technology (BIT) program as a case study. A comparison of data analysis performed before, during, and after the COVID-19 pandemic using different student learning measures such as failure rates and mean marks provides meaningful insights into the impact of assessment transformations. Our implementation of the DDDM model along with examining the influencing factors of student learning through assessment transformations in an HE environment is the first of its kind. With many HE providers facing several challenges due to the adoption of blended learning, this pilot study based on a DDDM approach encourages innovation in classroom teaching and assessment redesign. In addition, it opens further research in implementing such evidence-based practices for future classroom innovations and assessment transformations towards achieving higher levels of educational quality.

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Section: Data Analysis Results and Discussionmentioning

confidence: 99%

Data-Driven Decision-Making (DDDM) for Higher Education Assessments: A Case Study

Kaspi¹,

Venkatraman²

2023

Systems

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“…While oral examinations are not a novel method of assessing students (Muldoon, 1926), their integration into larger courses (twenty or more students) is not commonly practiced (Lubarda et al, 2021); most learners encounter formal oral evaluations in graduate school, professional school or in a job interview for the first time (Dicks et al, 2012). Recent discussions in the American Chemical Society (ACS) symposium series have highlighted the benefits of oral examinations, emphasizing their ability to thoroughly examine understanding and facilitate meaningful student-faculty discussions through leading questions (Ramella, 2019).…”

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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“…The main recommendation is to use a combination that implements several features to validate the integrity of the exam. In research from Lubarda et al . (2021), Oral examinations demonstrate success for high enrollment courses within the engineering and mechanical fields of study.…”

Section: Literature Reviewmentioning

confidence: 99%

The IAFOR International Conference on Education – Hawaii 2023 Official Conference Proceedings

2023

IICE Official Conference Proceedings

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In order to meet the demands of the shifting operational environment and the demand for human resource training in the travel industry, this study aimed to pinpoint the professional competency's connotations that travel agent managers should have. The purpose of this study was to examine the job duties, tasks, and knowledge (K), skills (S), and attitudes (A) necessary for travel agent manager to carry out their duties. Focus group interviews with 6 experts with more than 30 years of experience in the travel industry were conducted as part of the study. The study concluded that travel agent managers should have 7 job responsibilities, including travel operations coordination, business operations, talent training, marketing activities, customer service, product development, and risk management. There are 26 major tasks, and to implement them, the competency's connotation required includes 46 kinds of related knowledge, 46 skills and 11 attitudes. The competency's connotations provide useful benchmarks for the training or professional advancement of travel agent managers.

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Oral exams for large-enrollment engineering courses to promote academic integrity and student engagement during remote instruction

Cited by 11 publications

References 26 publications

Data-Driven Decision-Making (DDDM) for Higher Education Assessments: A Case Study

Data-Driven Decision-Making (DDDM) for Higher Education Assessments: A Case Study

Exploring alternative assessments during COVID: Instructor experiences using oral exams

The IAFOR International Conference on Education – Hawaii 2023 Official Conference Proceedings

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