Fostering critical skills and professional attributes: Developing and using authentic interactive oral assessments in undergraduate education
Creators: name: Yeh, I-Ling
name: Dancza, Karina Michelle
Publisher: name: Singapore Institute of Technology
Year: 2024
Subjects: classificationCode: 390303
subject: Higher education

description: BackgroundThis study explored the potential of Interactive Oral Assessments to develop graduateattributes, including critical thinking, professional communication, and collaborative skills,through authentic workplace simulation (Tan et al., 2021). The assessment was designed,implemented and evaluated in occupational therapy using a four-step Model to Build AuthenticAssessment (Villarroel et al., 2018).Summary of workThe research captured the design, delivery, and evaluation of an Interactive Oral Assessment.Data was collected from 95 students, and six assessors. Qualitative data were analysed toexplore faculty and students' experiences during the assessments.ResultsFindings revealed the Interactive Oral Assessment effectively reflected real-world expectationsand promoted deep learning, offering a high-quality learning experience. The assessment wasperceived as authentic and helping students gain professional knowledge and skills.DiscussionTo implement these assessments effectively, faculty should consider their familiarity withworkplace contexts, flexibility in module design, facilitation skills, and support for students.The assessments were integrated into the learning cycle, providing opportunities to practicereasoning, reflection, inquiry, and collaborative skills. Faculty played a critical role in guidingdiscussions and providing immediate feedback during the assessments. Additionally, strategieslike video feedback and peer evaluation were employed to support students' evaluativejudgment (Tai et al., 2018).ConclusionsAuthentic Interactive Oral Assessments hold promise as effective tools to develop critical skillsand graduate attributes.Take-home messages / implications for further research or practiceBased on the study's outcomes, practical suggestions are offered for faculty to self-assess theirreadiness for implementing Interactive Oral Assessments. The positive outcomes andreflections on real-world expectations highlight the potential of these assessments forenhancing students' learning experiences and better preparing them for their future careers.Further research in this area could explore more extensive implementation and assess the longtermimpact of Interactive Oral Assessments on students' overall skill development and careersuccess.References (maximum three)Tai, J., R. Ajjawi, D. Boud, P. Dawson, and E. Panadero. 2018. Developing EvaluativeJudgement: Enabling Students to Make Decisions about the Quality of Work. Higher Education76 (3): 467–481. doi:10.1007/s10734-017-0220-3.Tan, C. P., Howes, D., Tan, R. K. W., &amp; Dancza, K. M. (2021). Developing interactive oralassessments to foster graduate attributes in higher education. Assessment &amp; Evaluation inHigher Education. DOI: 10.1080/02602938.2021.2020722.Villarroel, V., Bloxham, S., Bruna, D., Bruna, C., &amp; Herrera-Seda, C. (2018). Authenticassessment: Creating a blueprint for course design. Assessment &amp; Evaluation in HigherEducation, 43(5), 840-854. doi:10.1080/02602938.2017.1412396.