Investigations on the Relation Between Oral Exams and Higher Taxonomy Levels in Learning

Abstract

An investigation was performed to consider the ability of oral exams to assess higher levels of understanding (how facts can be applied in a context) rather than just lower level knowledge (memorization of facts). A literature review was performed which led to significantly different, sometimes opposing, conclusions. One common aspect of oral exams is their flexible nature. The examiner can ask different questions to different students, clarify questions, engage in discussions, and more. These aspects are noted both as pros and cons in critiques of this assessment method. Asking different questions can help understand the limits of a student’s understanding, but brings into question the reliability and fairness in comparison to the exam experience other students received. Objectivity is also questionable when performing assessments in person. Interviews were conducted with professors in the scientific/technical disciplines who had experience in administering oral exams. In order to conduct those interviews in a good and meaningful way, some research was done on how to perform research interviews. Those techniques were used to determine when and how the questions were asked during the interview. The content of the questions was designed to fill the knowledge gaps resulting from the literature review. Objectivity was recognized as difficult by all interviewees. Making the student feel comfortable early on is important for a healthy discussion. Several of those interviewed used the exams to understand the student’s level of knowledge or as a modifier to the grade in the course, but not as a critical part of passing the course. All stated that they were able to evaluate the level of a student’s knowledge and understanding with oral exams. This is enabled by establishing a non-imposing environment, asking complex questions, tailoring the questions to each student, and verifying the student understands the questions properly.