Oral examination VS written examination – perspectives of students and educators

Abstract

As far back as the 18th and 19th centuries, oral and written examinations have been at the centre stage of student assessments in Education. In our study, we attempt to study both forms of student assessment, from both the student’s and teacher’s perspective, with the aim of determining which assessment form offers a more comprehensive evaluation of a student’s knowledge. To achieve this, we conducted a brief literature study on oral and written examinations. Each assessment form has the potential to offer a better alternative for the assessment of students’ performances if properly applied. Oral assessments have the ability to improve students’ oral expression and communication skills in addition to assessing students’ critical thinking. Written assessments are preferred in certain subject areas, such as mathematics, as well as when dealing with large numbers of students. However, both written and oral assessments are not without limitations. The choice between written and oral examinations is not as clear cut and thus should be based on the learning objectives, skills to be assessed, and the overall goals of the course. Selecting appropriate assessment methods and incorporating elements of authenticity contributes to developing evaluation strategies that effectively measure students' knowledge, skills, and abilities in diverse academic contexts. It is important to point out that our study, though not all exhaustive and encompassing, offers a good basis and motivation for future studies to examine the effectiveness of oral and written assessments from gender and cultural perspectives.