ORAL ASSESSMENTUniversity of Wales, Newport7 April 2010<br />Associate Professor Gordon Joughin<br />University of Wollong...
Oral assessment: Any assessment that is conducted by the spoken word.<br />
“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....
Aims<br />To explore the nature of oral assessment<br />To shareour best ideas<br />To consider a framework for design<br ...
Déroulement<br />Introductions<br />Forms of oral assessment<br />Dimensions of oral assessment<br />From the students’ pe...
Introductions<br />In pairs:<br />How are you using (or planning to use) oral assessment?<br />In 4s:<br />Why are you usi...
Threecategories of oral assessment<br />Presentations<br />Interrogations<br />Applications<br />
Why assess orally?<br />Learning outcomes<br />Probing<br />The practice world<br />Learning<br />Student need/preference<...
Dimensions of oral assessment<br />Content<br />Interaction<br />Authenticity<br />Structure<br />Examiners<br />Orality<b...
Dimensions of your oral assessment<br />Map your oral assessment onto the ‘dimensions of oral assessment’ table.<br /> Wha...
Contrasting conceptions of oral presentations<br />Presentation<br />Understanding<br />Argument<br />
Six aspects of oral presentations<br />Intention<br />Conceptions of the subject<br />Interaction<br />Feelings<br />Audie...
How do/will students come to appreciate what is expected in your oral assessment?<br />
‘Orality’<br />“Talking and writing are two very different modes of communication and mediate the world differently.” (Sch...
Ong: ‘Psychodynamics of orality’<br />Identification<br />Power and action<br />Combative & polemical (agonistic)<br />Aud...
The power of oral assessment<br />In your experience, what makes oral assessment effective for learning?<br />
Your oral assessment<br />Return to the ‘Dimensions of oral assessment’ table.<br />What  2-3 changes, in which dimensions...
Conclusion<br />“Any well-planned examination … is costly in terms of examiners’ time and effort. The challenge is finding...
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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 the University of Wales, Newport, on Wednesday 7th April 2010.

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Oral Assessment Workshop by Dr Gordon Joughin

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

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