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Using Oral Examination as a Technique To Assess Student Understanding and Teaching Effectiveness

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Lee Roecker

Department of Chemistry, Berea College, Berea, KY 40404

J. Chem. Educ., 2007, 84 (10), p 1663

DOI: 10.1021/ed084p1663

Publication Date (Web): October 1, 2007

Abstract

This paper discusses the use of oral examinations to assess student understanding in a general chemistry course and in an advanced inorganic chemistry course. Examination design, administration, and grading are explored, as well as the benefits to both instructors and students. Students react positively to the oral examination format and generally perform at a higher level than on written examinations over the same material. The oral examination format is discussed in terms of the interactive compensatory model of learning.

Keywords (Audience):

First-Year Undergraduate / General

Keywords (Domain):

Chemical Education Research

Keywords (Pedagogy):

Testing / Assessment

Keywords (Subject):

Group Theory / Symmetry

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This article has been cited by 1 ACS Journal articles (1 most recent appear below).

Analysis of Student Performance on Multiple-Choice Questions in General Chemistry
JudithAnn R. Hartman and Shirley Lin
Journal of Chemical Education2011 88 (9), 1223-1230
- Analysis of Student Performance on Multiple-Choice Questions in General Chemistry
  JudithAnn R. Hartman and Shirley Lin
  Journal of Chemical Education2011 88 (9), 1223-1230
  The percentage of students choosing the correct answer (PSCA) on 17 multiple-choice algorithmic questions taken from general chemistry exams is analyzed. PSCAs for these questions varied from 47 to 93%, and a decrease of 4.5% in PSCA was observed with ...
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