With the rise of Generative Artificial Intelligence (GenAI), many instructors are turning to in-class oral assessment to evaluate student learning and mitigate issues of academic integrity. Oral assessments continue to be a principal mode of assessment in many European countries, as well as in Australia and the UK (Joughin 2010), and is seeing a growth in popularity in North America. To better support instructors who are looking to incorporate oral assessments, this resource outlines evidence-based pedagogical activities and suggestions on how to design thoughtful and clear oral assessments from the syllabus to the classroom.
Why choose oral assessments?
Studies on the benefits of oral assessment have emphasized the importance of communication and presentation skills that students gain in preparing for and performing oral assessments.
Types of Oral Assessments
There are several types of oral assessments, and they can be molded and shaped to align with specific course learning outcomes. Below are a few examples of oral assessments. For a more exhaustive list, see Athabasca University’s “Types of Oral Assessments.”
Students are divided into two or more opposing viewpoints on a central topic in the classroom and are asked to discuss their different views with evidence-based points of argument. Students are assessed on their communication skills, listening skills, and their ability to structure complex and convincing arguments.
Students present in front of the class on a topic that is pre-assigned and researched. This assessment can be done individually or in small groups. Students are encouraged to respond to questions from their peers and discuss their ideas at the end of the presentation. Students are assessed on their presentation skills, as well as their ability to actively discuss the topic in class with both the instructor and their peers.
Most commonly used in Law classes, this assessment strategy involves a role-playing activity where students are asked to take on different roles in a negotiation and act out a simulation of a negotiation to practice conflict resolution, value creation, and deal-making.
Similar to negotiation simulation, in a mock trial students are asked role-play a trial in court, taking on the roles of judge, lawyers, jurors, etc. Students are assessed on their knowledge of the litigation process, communication skills, conflict resolution, and debate skills.
This assessment asks students to create a digital narrative and can use multiple forms of media from videos and images to audio and text. Students are assessed on their ability to create a clear point of view and narrative structure.
This assessment asks students to present a brief, persuasive speech on a topic to the class or in small groups. Students are assessed on their ability to structure and communicate a convincing argument.
A central part of the PhD examination process, this assessment strategy involves the instructor or a committee asking the student questions about a piece of previously submitted work, used to verify authorship and depth of understanding.
Best Practices
When integrating oral assessment into your course, consider how it might be assessed, how you can consider inclusivity and diversity in designing the assessment, and how it can drive student engagement. Below are some suggestions of best practices when designing oral assessment. See also the Course Design page on the CTL website for more information on these topics.
- Clarify and communicate the learning outcomes being assessed: learning outcomes should be student-focused, demonstratable, and communicate measurable knowledge, skills, or values.
- Intentionally Determine format to meet your purpose: Consider the following questions when determining the format of your oral assessment and its connection to your learning outcomes: (1) Is the oral assessment completed individually or in groups? (2) Will the oral assessment be presented live or will it be recorded asynchronously? (3) Will students encounter structured questions, or will they be asked to participate in an open defense? (4) Will the presentations be formally structured formally or will they be conversational? (5) What is the expected length for the assessment? (5) Will the oral assignment be paired with another mode of assessment?
- Connect the value of oral skills with the development of professional skills: Consider what skills are assessed and gained through oral assessment that can relate or be translated into a professional field. Will students need these skills as a leader in their field? With clients or delegates? In an interview process? Communicate these connections clearly to your students to clarify the value points of the oral assessment beyond course learning outcomes.
Consider what skills are assessed and gained through oral assessment that can relate or be translated into a professional field. Will students need these skills as a leader in their field? With clients or delegates? In an interview process? Communicate these connections clearly to your students to clarify the value points of the oral assessment beyond course learning outcomes.
- Avoid penalizing accent, dialect, or non-dominant varieties of English - These are not indicators of content mastery or intelligence
- Distinguish language proficiency from disciplinary knowledge - A multilingual student may know the content deeply but require different linguistic scaffolding
- Prepare for flexibility/accommodations - Students might have a diverse range of needs or accommodations when encountering oral assessment. Some solutions might include the use of a scribe, interpreter, or AAC (augmentative and alternative communication) device. Instructors can connect with QSAS for more options and consultations.
To learn more about accent discrimination, visit our Linguistic Justice in Higher Education resource.
- Build in low-stakes practice opportunities before high-stakes assessment so that students can develop their skills and apply feedback allow students improve a skill: One example would be assigning a low-stakes proposal assignment before a final research paper to provide students with early feedback.
- Consider opportunities for reflection following the assessment, such as reflective questions on an exam or a written report
- Build in low-stakes practice opportunities before high-stakes assessment so that students can develop their skills and apply feedback allow students improve a skill: One example would be assigning a low-stakes proposal assignment before a final research paper to provide students with early feedback.
- Consider opportunities for reflection following the assessment, such as reflective questions on an exam or a written report
- Have a strategy for grading the assessments. For example, you might make notes during the presentations or give yourself time immediately following each to write up your feedback and assign a grade. You might record the oral assessment for later reference. (If you do so, be sure to get students’ consent and reassure them the videos are for your grading purposes only.)
- Think about the form your feedback will take. You might consider providing video comments so that the form of your feedback mirrors the form of the assessment.
- If your TAs are holding oral assessments, discuss the rubric/grading standards and your expectations for students’ performance with them. Consider holding a “norming session” using a recording of a practice assessment or exam to ensure consistency.
Rubrics
A strong oral assessment rubric should reflect only what you’re actually assessing. If you are assessing content knowledge, consider weight, disciplinary accuracy, depth, and application heavily. If you are assessing communication, consider evaluating organization, and clarity and, separately, assess audience awareness. For more on best practices for rubric creation, see our rubrics page.
Key Dimensions to Consider
| Content Accuracy & Depth | Critical Thinking | Organization & Coherence | Evidence & Support | Responsiveness | Communication Clarity |
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Resources
- Types of Oral Assessments By Eliana Elkhoury, PhD, Athabasca University
- Theobold, A. S. (2021). Oral Exams: A More Meaningful Assessment of Students’ Understanding. Journal of Statistics and Data Science Education, 29(2), 156–159. https://doi.org/10.1080/26939169.2021.1914527
- Joughin, G (2010) A short guide to oral assessment. Leeds Met Press in association with University of Wollongong. ISBN 978-1-907240-09-6
- Nallaya, S., Gentili, S., Weeks, S., & Baldock, K. (2024). The validity, reliability, academic integrity and integration of oral assessments in higher education: A systematic review. Issues in Educational Research, 34(2), 629–646. https://search.informit.org/doi/10.3316/informit.T2024121800014001121097284