Deep Learning through On-line Oral Examinations

Abstract

This article discusses oral examinations and reviews an experiment with oral examination in quantitative methods teaching. Following the argument that the mode of assessment contributes to the kind of learning, this article suggests that oral examinations – given their unpredictable nature – incites deep learning in students whilst still providing room for assessing applied skills in methods teaching. Persistent academic austerity has necessitated reduction in contact teaching and turned more attention to constructive alignment in course design. This article suggest oral examinations are highly productive and versatile form of assessment that both contributes to deep learning but also saves the teacher much time in exam correction. The article reviews an experiment with oral examinations with second year social work students at a Swedish university and compares the results with previous take-home examination.

Keywords

• deep learning
• online oral examination
• constructive alignment
• quantitative methods
• methods teaching