Oral Exams
Purpose: With advances in generative AI, many instructors are rethinking how to assess learning authentically. Oral exams, once considered old-fashioned in some disciplines, are making a comeback for good reason. They allow instructors to:
Directly Assess Individual Understanding: An oral exam ensures the person answering is truly the student enrolled and not relying on unauthorized assistance.
Probe Depth of Knowledge: In real time, you can ask follow-up questions, challenge assumptions, or adapt prompts to gauge both foundational knowledge and higher-order thinking.
Build Communication Skills: Oral exams require students to articulate their thought processes clearly, fostering valuable skills applicable in careers and everyday interactions.
Promote Academic Honesty: The live nature of oral exams makes it difficult for students to use unapproved resources without detection.
You can use oral exams on their own, or as a follow-up to a written exam.
Strategies and Steps for Implementation
Designing an Effective Oral Exam
1. Clarify Goals and Expectations
Define which skills or knowledge you want to assess (e.g., problem-solving, application, analysis, argumentation).
Share sample questions or a grading rubric in advance so students know how to prepare.
Consider pairing students up for a practice session in which they ask each other the questions and provide feedback.
2. Keep Exams Manageable for You
Limit each session to 10–20 minutes per student.
Focus on a few core concepts or scenarios rather than the entire course.
Once a student has demonstrated proficiency in a particular area, you can demonstrate that and move on to a different area.
3. Ask Open-Ended, Probing Questions
Start with a broad question, then use follow-ups to explore reasoning and understanding.
Use “what if” scenarios or require students to explain steps in solving a problem.
Be Aware of Cheating Software
You should know that some companies are developing cheating software that operates in real-time during video calls. This software is often designed for coding and works less well in humanities and social sciences.
You can design around this - though not block it entirely - by using the exam to review examples and sources specific to your class.
4. Consider Format Flexibility
Conduct exams via video conference or in person.
For larger classes, consider group oral exams with each student addressing a set of questions.
Offer opportunities for practice or low-stakes oral assessment earlier in the term.
5. Record or Take Notes
With student consent, record sessions to ensure fairness and for your own reference.
Provide brief, immediate feedback to help students reflect and learn.
Instructor Planning Guide
Learning Goals: What knowledge, skills, or habits of mind do I want students to demonstrate through spoken responses?
Oral Exam Purpose: Will I use oral exams as a stand-alone assessment, or as a follow-up to a written task?
Question Design: What types of open-ended questions will best assess analysis, reasoning, and real-time understanding?
Rubric and Criteria: What are my criteria for evaluating performance (e.g., clarity, accuracy, depth, application), and how will I ensure consistency?
Format and Logistics: How long will each session be? Will I meet with students individually or in small groups? Will this be in person or virtual?
Preparation and Practice: How will I help students prepare? Will I provide sample questions or offer a practice opportunity?
Academic Integrity: How will I verify student identity and ensure originality of responses?
Accessibility: Have I made accommodations for students who need additional time or alternative formats?
Documentation and Feedback: Will I take notes or record sessions? How and when will I give feedback?
Canvas Integration: Have I entered the oral exam in Canvas with correct assignment grouping and weight?
Instructor Checklist
- I have identified the learning goals this oral exam will assess.
- I have clarified whether the oral exam is formative, summative, or a follow-up.
- I have drafted open-ended, probing questions aligned to course concepts.
- I have created and shared a rubric or evaluation criteria with students.
- I have scheduled oral exams and ensured time is manageable (10–20 minutes per student).
- I have offered students guidance and/or opportunities for practice.
- I have taken steps to verify student identity and discourage academic dishonesty.
- I have confirmed accessibility accommodations are in place as needed.
- I have planned to take notes or record sessions for fairness and review.
- I have planned for brief, timely feedback after the oral exam.
- I have entered the assignment into Canvas and confirmed grade settings.
- I have reviewed Harvard DCE grading and confidentiality policies.
Resource
Exam Types and Policies (Harvard DCE)