دورية أكاديمية
Developing Interactive Oral Assessments to Foster Graduate Attributes in Higher Education
| العنوان: | Developing Interactive Oral Assessments to Foster Graduate Attributes in Higher Education |
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| اللغة: | English |
| المؤلفون: | Tan, Chin Pei (ORCID |
| المصدر: | Assessment & Evaluation in Higher Education. 2022 47(8):1183-1199. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| تاريخ النشر: | 2022 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Oral Language, Interaction, Critical Thinking, Communication Skills, Cooperation, Work Environment, Simulation, Professional Development, Student Evaluation, Occupational Therapy, Nursing Education, Air Transportation, Management Development, Undergraduate Students, College Faculty, Fidelity, Student Attitudes, Performance Based Assessment, Evaluators, Self Evaluation (Individuals), Curriculum Development, Standards, Decision Making, Feedback (Response), Foreign Countries, Educational Cooperation |
| مصطلحات جغرافية: | United Kingdom (Glasgow), Singapore |
| DOI: | 10.1080/02602938.2021.2020722 |
| تدمد: | 0260-2938 1469-297X |
| مستخلص: | Interactive oral assessments demonstrate potential to develop graduate attributes such as critical thinking, professional communication and collaborative skills in students through authentic simulation of workplace scenarios. This study captured the design, delivery and evaluation of interactive oral assessments across three programmes -- occupational therapy, nursing and air transport management -- in one university. A four-step Model to Build Authentic Assessment was used to design the assessments. Quantitative and qualitative data collected from 158 students, five assessors and three module leaders were analysed for a basic evaluation of the fidelity of interactive oral assessment implementation across different contexts and to explore the experiences of faculty and students undertaking the assessments. Fidelity was considered in terms of: (i) whether students could express their individualised responses, (ii) if they perceived the assessment to be authentic, and (iii) if it helped them gain professional knowledge and skills. In all the developed assessments, each of the three aspects were somewhat evident, evident or clearly evident. Qualitative findings suggested the interactive oral assessments reflected real-world expectations, promoted deep learning and offered a quality learning experience. From these results, practical suggestions for how faculty can self-assess their readiness for implementing interactive oral assessments are offered. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الأكسشن: | EJ1372439 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 0260-2938 1469-297X |
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| DOI: | 10.1080/02602938.2021.2020722 |