Oral Exams in Shift to Remote Learning

Sabin, Mihaela; Jin, Karen H.; Smith, Adrienne A.

doi:10.1145/3408877.3432511

Cited by 17 publications

(9 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…29−34 In furtherance of that latter strategy, in an oral exam a student has only their own knowledge and skills to rely upon, without the possibility of consulting peers or prohibited resources, thereby increasing the level of mutual trust and the authenticity of the assessment. 35,36 A thoughtfully designed oral examination can build a collaborative educational community and develop students' professional identities as young scientists. It provides students with valuable practical experience for future scenarios in which they will need to communicate technical information clearly.…”

Section: Written Assessment Versus Oral Assessmentmentioning

confidence: 99%

“…Instructors’ concerns and fears about students cheating during written and computerized assessments have increased in the era of generative artificial intelligence and online “study aids”, especially since the beginning of the COVID-19 epidemic . Teachers’ responses to these concerns have varied from resigned acceptance to restrictive test-taking policies to refocusing assessment toward higher-order skills. − In furtherance of that latter strategy, in an oral exam a student has only their own knowledge and skills to rely upon, without the possibility of consulting peers or prohibited resources, thereby increasing the level of mutual trust and the authenticity of the assessment. , …”

Section: Introductionmentioning

confidence: 99%

“…In spite of these barriers, oral examinations are common in European STEM courses . Previous work reported successful implementation of oral examinations in many STEM classrooms and laboratories in North America, ,,,− even in large lecture classes . An oral exam is an intrinsically scaffolded method of dynamic assessment that, compared to a written exam, parallels the natural human interaction of conversation .…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Oral Examinations of Structure and Function in General and Organic Chemistry Courses

Salmon,

Bonvallet,

Xue

et al. 2024

J. Chem. Educ.

View full text Add to dashboard Cite

General chemistry courses serve as foundational curriculum within most STEM undergraduate curricula, and hence, it is essential to assess student knowledge and application of learning outcomes for courses such as Introduction to Chemistry and Organic Chemistry. Within the United States, paper-and-pencil examinations are typical for measuring student understanding of course content. In this project, as an alternative to written examinations, we implemented individual oral examinations. The purpose of this article is to provide guidance on how to implement an oral examination component for student assessment. The example presented took place in two different chemistry courses at two small primarily undergraduate institutions in the Midwest. Here, faculty provide pre-examination information, including preparation for an oral examination in chemistry as well as how to deal with test anxiety in a new testing environment. Students' performances were individually evaluated based on a rubric. Topics of the oral examinations include introductory organic chemistry and infrared (IR) spectroscopy in General Chemistry and intermediate IR spectroscopy, nuclear magnetic resonance (NMR) spectroscopy, and mass spectrometry (MS) in Organic Chemistry I.

show abstract

Section: Written Assessment Versus Oral Assessmentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Oral Examinations of Structure and Function in General and Organic Chemistry Courses

Salmon,

Bonvallet,

Xue

et al. 2024

J. Chem. Educ.

View full text Add to dashboard Cite

show abstract

“…Similarly, more frequent but lower-stakes summative exams seemed to reduce the stress on students and allow for faster learning cycles, although more research is warranted. At other institutions, alternative assessments proliferated as well, such as open-book exams [19], group assessments [10] and oral exams [21] with generally positive results.…”

Section: Assessment Insightsmentioning

confidence: 99%

Insights for post-pandemic pedagogy across one CS department

Bigman¹,

Gilon²,

Han³

et al. 2022

Preprint

View full text Add to dashboard Cite

Adaptive remote instruction has led to important lessons for the future, including rediscovery of known pedagogical principles in new contexts and new insights for supporting remote learning. Studying one computer science department that serves residential and remote undergraduate and graduate students, we conducted interviews with stakeholders in the department (n=26) and ran a department-wide student survey (n=102) during the four academic quarters from spring 2020 to spring 2021. Our case study outlines what the instructors did, summarizes what instructors and students say about courses during this period, and provides recommendations for CS departments with similar scope going forward. Specific insights address: (1) how instructional components are best structured for students; (2) how students are assessed for their learning; and (3) how students are supported in student-initiated components of learning. The institution is a large U.S. research university that has a history of online programs including online enrollment in regular on-campus courses and large-scale open enrollment courses. Our recommendations to instructors across the scope of this department may also be applicable to other institutions that provide technology-supported in-person instruction, remote enrollment, and hybrid courses combining both modalities. CCS CONCEPTS• Applied computing → Distance learning; Interactive learning environments.

show abstract

“…The use of online oral examinations in academic settings has expanded during the pandemic, both in the United States and elsewhere. [11][12][13] Several ABMS member boards (eg, the American Board of Emergency Medicine, the American Board of Ophthalmology, and the American Board of Physical Medicine and Rehabilitation, and the American Board of Surgery, among others) and international medical certifying organizations (eg, in Canada, the United Kingdom, and the European Union) have piloted, introduced, or are considering the introduction of web-based virtual oral examinations. [14][15][16][17][18][19][20][21] Although the concept of virtual oral examinations seems straightforward, the logistics of administering such examinations should not be underestimated.…”

Section: Adoption Of Virtual Meeting Technology During the Pandemic A...mentioning

confidence: 99%

A Coronavirus Disease 2019 Pandemic Pivot: Development of the American Board of Anesthesiology’s Virtual APPLIED Examination

Keegan

McLoughlin

Patterson

et al. 2021

Anesthesia &Amp; Analgesia

View full text Add to dashboard Cite

In 2020, the coronavirus disease 2019 (COVID-19) pandemic interrupted the administration of the APPLIED Examination, the final part of the American Board of Anesthesiology (ABA) staged examination system for initial certification. In response, the ABA developed, piloted, and implemented an Internet-based “virtual” form of the examination to allow administration of both components of the APPLIED Exam (Standardized Oral Examination and Objective Structured Clinical Examination) when it was impractical and unsafe for candidates and examiners to travel and have in-person interactions. This article describes the development of the ABA virtual APPLIED Examination, including its rationale, examination format, technology infrastructure, candidate communication, and examiner training. Although the logistics are formidable, we report a methodology for successfully introducing a large-scale, high-stakes, 2-element, remote examination that replicates previously validated assessments.

show abstract

Oral Exams in Shift to Remote Learning

Cited by 17 publications

References 9 publications

Oral Examinations of Structure and Function in General and Organic Chemistry Courses

Oral Examinations of Structure and Function in General and Organic Chemistry Courses

Insights for post-pandemic pedagogy across one CS department

A Coronavirus Disease 2019 Pandemic Pivot: Development of the American Board of Anesthesiology’s Virtual APPLIED Examination

Contact Info

Product

Resources

About