Oral Assessment Workshop by Dr Gordon Joughin

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Associate Professor Gordon Joughin of the University of Wollongong presentation on the use of oral assessment in Higher Education at a workshop to the Centre of Excellence in Learning and Teaching at …

Associate Professor Gordon Joughin of the University of Wollongong presentation on the use of oral assessment in Higher Education at a workshop to the Centre of Excellence in Learning and Teaching at the University of Wales, Newport, on Wednesday 7th April 2010.

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  • 1. ORAL ASSESSMENTUniversity of Wales, Newport7 April 2010
    Associate Professor Gordon Joughin
    University of Wollongong
  • 2.
  • 3. Oral assessment: Any assessment that is conducted by the spoken word.
  • 4. “In an exam you’re just a number but the viva’s personalised and you’re in direct contact with the people who assess you.”
    “In a written assignment you can be quite remote from what you write.”
    “In the viva you know you’re going to look a fool so you make sure you know what you’re saying.”
  • 5. Aims
    To explore the nature of oral assessment
    To shareour best ideas
    To consider a framework for design
    To examine oral assessmentfrom the student perspective
    To review and improveourcurrent practices
  • 6. Déroulement
    Introductions
    Forms of oral assessment
    Dimensions of oral assessment
    From the students’ perspective
    Challenges and goals
  • 7. Introductions
    In pairs:
    How are you using (or planning to use) oral assessment?
    In 4s:
    Why are you using (or planning to use) oral assessment?
  • 8. Threecategories of oral assessment
    Presentations
    Interrogations
    Applications
  • 9. Why assess orally?
    Learning outcomes
    Probing
    The practice world
    Learning
    Student need/preference
    Eliminates uncertainty
    Integrity
  • 10. Dimensions of oral assessment
    Content
    Interaction
    Authenticity
    Structure
    Examiners
    Orality
  • 11. Dimensions of your oral assessment
    Map your oral assessment onto the ‘dimensions of oral assessment’ table.
    What does this tell you about your assessment?
    What questions does it raise for you?
  • 12. Contrasting conceptions of oral presentations
    Presentation
    Understanding
    Argument
  • 13. Six aspects of oral presentations
    Intention
    Conceptions of the subject
    Interaction
    Feelings
    Audience
    Comparisons
  • 14. How do/will students come to appreciate what is expected in your oral assessment?
  • 15. ‘Orality’
    “Talking and writing are two very different modes of communication and mediate the world differently.” (Schoultz, Säljö & Wyndamn, 2001, p. 213)
    “… written on the soul of the hearer with understanding.” (Plato)
  • 16. Ong: ‘Psychodynamics of orality’
    Identification
    Power and action
    Combative & polemical (agonistic)
    Audience
  • 17. The power of oral assessment
    In your experience, what makes oral assessment effective for learning?
  • 18. Your oral assessment
    Return to the ‘Dimensions of oral assessment’ table.
    What 2-3 changes, in which dimensions, could significantly improve your assessment?
    If you are introducing oral assessment, which dimensions are the most important?
  • 19. Conclusion
    “Any well-planned examination … is costly in terms of examiners’ time and effort. The challenge is finding assessment instruments where the effort spent is educationally ‘profitable’.” (Davis & Karunathilake, 2005, p. 294)