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Oral exams

Oral exams. Workshop on oral exams Intended purpose for this short session to unfold the space of oral exams to understand how to pick a style to understand the tradeoffs between the different ways it can be conducted

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Oral exams

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  1. Oral exams Workshop on oral exams Intended purpose for this short session to unfold the space of oral exams to understand how to pick a style to understand the tradeoffs between the different ways it can be conducted Exchange of tidbits on: how to make the exam efficient, how to make it less stressful for the student, how to give feedback, how to….

  2. Design space for oral exams With or without written background material (typically a report) With or without preparation time With or without notes at the preparation With or without known questions With or without drawing of questions With or without notes at the exam

  3. Student anxiety known questions preparation time drawing of questions notes at exam notes for preparation slides with figures • unknown questions • no preparation time • teacher ask random questions • no notes at exam low anxiety high anxiety

  4. Teachers expectations wrt. performance • known questions • preparation time • drawing of questions • notes at exam • notes for preparation • slides with figures • unknown questions • no preparation time • teacher ask random question • no notes at exam high low

  5. Case 1 No preparation time With known questions With drawing of questions With notes at the exam X low anxiety high anxiety

  6. Case 2 Without preparation time Without known questions Without drawing of questions Without notes at the exam X low anxiety high anxiety

  7. Case 3 – Advanced OOP @ITU Fall 2006 Groups – those formed during the semester Two parts voluntary – each student picks their fav. topic from a list or form their own – a few plastic slides allowed mandatory – draw or shoot (pick a random, or let me pick) X low anxiety high anxiety

  8. Oral examination style

  9. Oral exam with background deliverable Often used with projects and thesis – i.e. non-course based learning. Advice: Be explicit about the expectations Is the presentation in itself important? Expected length of presentation and questioning Weight between oral and deliverable

  10. Alignment Is oral exam well aligned with a teaching activity in which the student has no chance to do presentations?

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