Oral tests constitute a frequently used form of testing. The advantages of this form of testing relative to written tests include the fact that oral tests allow for direct communication between the student and the teacher, in addition to making it possible for the teacher to ask additional questions. This form of testing also lends itself to asking questions aimed at the higher levels of mastery (e.g. application and problem-solving).
Several disadvantages are also associated with this form of testing. For example, the administration of oral tests can be extremely time-consuming for larger groups, and the limited number of questions makes it more difficult to arrive at a representative test. Moreover, it is more difficult to draw comparisons between students, given the potential unintended influence of various factors (e.g. mood, order or clothing).
In the following section, we provide several suggestions for optimising the administration of oral tests. One way to do this is by clearly communicating to students, and another involves maximising validity and reliability during the testing process.
Clearly communicating expectations to students
Given the existence of different variants of oral tests, the exact expectations of the teacher are not always clear to the students. In many cases, this leads students to study ‘the wrong things’ in preparation for an oral test. For this reason, students should be informed as clearly as possible at the beginning of the module with regard to the teacher’s expectations. It is important to devote attention to the following elements when communicating with students:
- How exactly will the oral test proceed?
Make it clear to the students how the test will proceed. For example: How much preparation time will the students receive? How many questions will be asked?
- On what will the students be assessed?
Students should know in advance whether they will be assessed only on their oral explanations, or whether they will also be assessed on their written preparations.
- What types of questions will be asked?
What is the level of difficulty, and which level of mastery (knowledge, insight, application, problem-solving) will be assessed in the questions? A few sample questions could be used to clarify this.
- How will the points be distributed?
How will the various types of questions be weighted? What will the teacher emphasise?
This communication can be given both orally (during the first and last contact times) and in writing (e.g. in the study guide).
Enhancing reliability and validity
Relative to other forms of testing, oral tests involve more variable factors that can influence the testing process. Moreover, only a limited number of questions can be asked. For these reasons, oral tests are characterised by lower levels of reliability and validity. The reliability and validity of oral tests can be enhanced by:
- Distributing the questions well
Given the more limited time, only a small number of questions can be asked. To make the test as representative as possible (i.e. to ensure that they reflect the learning objectives), it would be better to use sheets on which a number of questions have been assembled. When selecting the questions, consideration should be given to achieving a representative distribution of the questions across the course. At the same time, it is important to arrive at a distribution across the various levels of mastery and difficulty (in relation to the objectives). This representative distribution will be reduced if students are allowed to draw questions themselves.
- Use a criteria list
To standardise the assessment as much as possible and to allow fair comparison, it is important to use such tools as a criteria list and an answer key.
- Elaborate an assessment for additional questions
One major advantage of an oral test is that it allows the teacher to ask additional questions. In many cases, however, the manner in which these additional questions will be addressed in the assessment is overlooked. Will students who give an/the answer after additional questions receive the same number of points? How many of the points can they still earn? The teacher should thus determine in advance how additional questions will be addressed in the assessment. This can be included in the criteria list or answer key.
Want to know more?
Iqbal, I. Z., Naqvi, S., Abeysundara, L., & Narula, A. A. (2010). The Value of Oral Assessments: A Review. Bulletin of The Royal College of Surgeons of England, 92, 1-6.
Joughin, G. (2010). A short guide to oral assessment. Retrieved from Leeds Beckett University website.