Using oral exams to assess psychological literacy: The final year research project interview

Abstract

The ability to reason scientifically and communicate research appropriately is central to psychological literacy. Scientific research has little value unless scientists are able to convey results and their consequences clearly to others. In this study, we outline a method of assessing the development of psychological literacy in undergraduate students. Data from three cohorts undertaking assessed interviews as part of a final year research project unit are examined. This assessment evaluated students’ ability to explain the purposes and findings of their research to a lay audience, to articulate the conceptual basis and methodological background to their approach, and to reflect on their own development during the research process. Analysis of marks and feedback from the assessment suggests it provides a reliable means of evaluating skills that contribute to psychological literacy in a manner that is both educationally acceptable to students and a valid indicator of their general level of course performance.

The Challenges and Value of Undergraduate Oral Exams in the Physical Chemistry Classroom: A Useful Tool in the Assessment Toolbox

“…Oral examinations are a well-established, valuable assessment practice that dates back to 16th-century universities in England. , In the United States, oral exams are common practice for thesis and dissertation defenses in graduate chemistry education but are a less common practice in chemistry undergraduate curricula. Before the COVID-19 pandemic, only a handful of literature cited the use of oral exams in undergraduate chemistry curricula despite Joseph A. Muldoon presenting an argument for the advantages of oral quizzes over written tests to the Washington Association of Chemistry Teachers in 1925. ,− Outside of chemistry, there are reports of using oral exams in both STEM and non-STEM undergraduate courses including biology, math, computer science, engineering, physics, pharmacology, geography, psychology, diversity and race, business, and sports management. − Since the publication of the three reports on oral exams in JCE’s Special Issue in September 2020, − there have been reports of remote oral exams in a biochemistry course and a human physiology course but no published accounts of the continued use of oral exams in the undergraduate physical chemistry curriculum.…”

Employing the interactive oral to mitigate threats to academic integrity from ChatGPT.

“…One strategy to limit bias applied at many universities is of blind grading (hiding information that would identify a student to a marker). Unlike written assessments, blind grading is not possible for oral assessment formats (Turner & Davila-Ross, 2015). Blind grading as the only strategy to limit assessor bias should be questioned, as this approach is unlikely to be perfect in its execution.…”

“…Engaging in discussions with students about their work could help verify the student has completed the work. As a result, interactive orals present a barrier to academic misconduct as they require students to engage in conversation, rather than simply submitting written work (Das et al, 2015; Hutcheson, 2009; Sotiriadou et al, 2020; Turner & Davila-Ross, 2015). Therefore, teachers could consider implementing oral assessments to mitigate risks to academic integrity associated with ChatGPT (Beccaria, 2013; Dawson, 2022a).…”

Oral Assessment in Triggering Student Higher-Order Thinking Skills (Hots)

“…Various studies have been conducted on the effectiveness of oral Assessment in improving students' abilities. Tekian and Yudowsky (2009); Banning (2008); Durning et al (2013); Richardson et al (2017); Turner & Davila-Ross (2015) found that oral Assessment was able to explore the skills of nursing participants such as critical reasoning, problem solving, ethics, demonstrating the ability to express ideas, synthesize material, and think independently. Banning (2008); Levett-Jones et al (2011) found that oral Assessment is able to measure different matrices of abilities such as cognitive, attitudes, values, skills, critical thinking, insight, and factual knowledge in various disciplines such as: language, law, and counselor education.…”