Oral assessment of student learning has a long history in tertiary
education, at both undergraduate and postgraduate levels, and
features in examinations for entry into many professions. Despite
its ubiquity, little is known about how oral assessment is
experienced from the student's perspective. Based on intensive
student interviews, this book presents contrasting ways in which
one common form of oral assessment - the oral class presentation -
can be experienced by students. Students who saw presentations as
persuasive arguments found their assessment to be intensely
engaging - they prepared thoroughly, interacted vigorously with
their audience, and developed complex understandings of their
topic. The study shows that oral assessment, if conducted in the
right way, can be significantly richer and more personally engaging
than written assignments. The book therefore offers important
insights into the nature and function of oral assessment and will
be of interest to any university or college teacher seeking to use
oral forms of assessment to evaluate their students' learning while
promoting deep approaches to that learning.
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