Oral exams were frequently used in the past. In higher education, however, this form of assessment has become less and less popular: some people question its efficiency and reliability. Nevertheless, oral exams offer many possibilities; it is easier to ask questions and you are less dependent on the availability of examination rooms. In addition, it is a more reliable alternative to remote exams, now that generative AI tools are widely available. Are you curious about how to efficiently set up an oral exam so that it does not take more time than a written exam, even with a large number of students? And how you can ensure inclusivity, reliability, validity and transparency? The TLC FGw spoke with staff members with experience in this area and compiled a guide for oral exams with information and tips.
Read about lecturers’ experiences with oral exams here.
On this page:
Advantages and disadvantages of oral exams
General tips
Part 1. Preparing for an oral exam
Part 2. The exam itself
Part 3. Grading and follow-up
Component | Advantage | Disadvantage | |
Setup[1]
|
All students are assessed using the same text and questions | The exam is the same for all students | Students can communicate with each other about the material and follow-up questions are harder |
All students are given a random selection[2] 0f questions or learning objectives[3] (possibly based on the same text) |
Less susceptible to fraud because of randomisation
If students are allowed to choose: more autonomy |
Preparing multiple sets of questions takes more time for the lecturer. Because each student is given a different exam, you need to ensure that the questions assess the same learning objectives and are of the same level (if necessary, they can be weighted differently) |
|
The (selection of) questions are communicated to students in advance (the text or content on which the questions are asked may change). | Easier for students to know what to prepare | Less flexibility to change the questions or wording of questions during the examination | |
Difficulty level (Bloom’s taxonomy) | Lower order: reproduction, comprehension and application | Less vulnerable to cheating than written assessment
Simple answer key |
|
Higher order: analysing, evaluating and creating | Allows for in-depth discussion ( follow-up questions) during the exam | More difficult to grade and compare answers. | |
Exam procedure | Make a recording (mandatory when only one examiner is present) | A recording aids the grading process and can serve as evidence in case a student appeals. Tip: record the oral exam using Kaltura. The recording must be kept for two months |
Student must agree to being recorded. It is good to mention this in the syllabus beforehand |
Helping students prepare[4] | Preparing students for the exam during class or via Canvas | Increases transparency and decreases stress: students know what is expected of them |
[1] The oral exam can be designed in various ways, e.g. using a card box with different questions, a spinning wheel, bingo carousel with numbers, or a predefined questionnaire.
[2] The selection may or may not be decided in advance or during the exam, with or without consultation with the student.
[3] Students are assigned a learning objective and have to argue (with their own examples) how they have met the learning objective.
[4] Preparing students for the oral exam can be done in several ways: showing sample questions and discussing them in class, providing instruction on the setup of the exam and students’ expectations via Zoom, Teams or on site.
Component | Advantage | Disadvantage | |
of time (see examples in part 1: setup) |
‘Short’ (10-20 mins) | Relatively quick to complete for larger groups (30-40 students).
Quick impression of student mastery of learning objectives |
|
‘Medium’ (20-30 mins) | Makes it easier to go deeper into the material and possibly include multiple sections in the exam. | Time-consuming with a large number of students (≥25 students) | |
‘Long’ (30-40 mins) | Allows multiple sections within the exam
Makes it easier to go deeper into the material |
Half an hour or more is unusually long and concentration may be lost | |
Icebreaker
|
Begin the oral exam with an icebreaker or warm–up[5] | This allows the student to get used to the setting and gives sufficient space for the question or assignment to sink in. Student feels seen and heard | Time-consuming |
Role of the lecturer(s) during the exam | Ask follow-up questions and guiding through the conversation | The possibility for lecturers to ‘pierce through’ students’ answers through questioning and thus determine whether students have actually mastered the subject matter. | Helping too much to find the right answer and immediately making value judgements (“nice!” or “good!”) |
Keep track of selection of questions (if randomised per student) and take notes | Makes it easier to remember, substantiate and, if necessary, justify the proceedings and grading of the exam afterwards | Requires a good documentation strategy (e.g. a table per student with checkmarks and notes |
[5] ‘Breaking the ice’ can be done in various ways, for example by starting with reassuring words, a general introductory talk to put the student at ease, or by letting the student choose which part of the exam they would like to start with. This moment can also be used to give the student a chance to think silently about an exam question.
Component | Advantage | Disadvantage | |
When to grade | Grading during the exam itself (i.e. immediately afterwards) | The exam is fresh in one’s memory, the lecturer does not have to reconstruct how it went after the fact | No opportunity to confer with colleagues and more difficult to adjust pass mark.
Previous student’s performance may affect grading of those after |
Grading afterwards | The oral exam may be reviewed with the co-examiner (if present; or based on recording) | Calculating, justifying and communicating grades takes more time. Comparison of exam performance is difficult | |
Method of assessment (rubric) | Written criteria on which the student is assessed | By assessing objectively using a rubric, it is clear what the student is being assessed on and when the criteria/competencies have been achieved. Tip: share the rubric with the student beforehand for greater transparency |
The rubric may be too abstract, making it difficult to assign a grade |
Grading intuitively | Just as in the case of thesis assessment, a more holistic category such as ‘general impression’ may be useful. | Assessment is more subjective making it less easy to substantiate and justify in case of accreditation | |
One examiner plus recording. Optionally assess with two examiners, whether synchronous or not | Additional observations and checking judgement through second examiner | Requires clear division of roles, possibility of influence on grades and differences of opinion |