Overview

Interactive Orals as summative assessment are suited to many existing Assessment designs in use at Griffith University. 

The following Assessment Design Types have been provided by the Griffith Business School as examples (please see ‘Hear from other Colleagues’ section below for full Overview).  If you have a similar type of Assessment Design, you might consider the implementation of Interactive Orals: 

• Scenario-based oral defence of a report 
• Scenario-based oral linked to all previous course assessment 
• Scenario-based performance review after group project 
• Scenario-based group defence of a Hotel’s performance  
• Oral Exam – Viva Voce  
• Scenario-based media statement and questioning 
• Time-Released Case Study – Scenario-based email responses  
• Scenario-based group defence of a pitch 
• Scenario-based oral linked to a part of the Course content 
• Scenario-based defence of previous assessment and interview based on part of the Course content 

> To see the full GBS Overview, click into the 'Interactive Oral Assessment Resource' or see the latest publication below.

Sotiriadou, P., Logan, D., Daly, A., & Guest, R. (2019). The role of authentic assessment to preserve academic integrity and promote skill development and employability. Studies in Higher Education, 1-17.

Course Profile Assessment Type Alignments

Examination - oral

An examination with an oral response required to questions from an examiner or providing an oral defence of a position e.g. for a thesis, oral defence of a poster, viva voce.

Presentation - technical or professional

Demonstrating oral communication skills that are technical or professional in nature. Includes oral presentations, speeches, moot court, debates, but excludes workplace-based assessment.

Considerations

Policy Alignment

Please be sure to review the Griffith University Assessment Policy and if relevant, the Standards for First Year Assessment.

Learning & Teaching Framework & Standards Alignment

Griffith Learning & Teaching Framework- Designing for Success 

Principle 08 Digitally-Enabled Learning  

Program Assessment 

Students experience a program that systematically employs assessment to optimise their engagement, learning and capability 

Course Design 

Students are supported to effectively engage with digital resources to facilitate their learning. (Foundational) •Students experience a digitally rich learning environment. (Enhanced) •Students experience a course that provides systematic opportunities to progressively develop the digital and data fluency required in their future workplaces. (Enhanced) 

To see more, visit the Griffith Learning & Teaching Framework - Designing for Success website.

Enabling Technology

*You don’t need a Proctor for online presentations! 

The following VLE technologies have been identified as best matched to the provision of interactive orals in practice.  Their affordances are listed to assist your decision-making. 

Implement

Griffith Business School have found the designs for Interactive Orals can be implemented with a lead time of 2-3 weeks.  The trial also found the concept valuable in regard to: 

• Efficiency of management 
• Engagement and authenticity 
• Ease and convenience for students (time-management etc.) 
• Implementation across both small and large 1^st and 2^nd year Business Courses as well as other cohorts 

For assistance in implementing your own design, contact your Academic Group Learning & Teaching Consultant (Design).

Support Resources

• Interactive Oral Assessment Resource

  Overview of Griffith Business School Interactive Oral Assessment Trial

Preferred Citation

Learning Futures (2020). Assessment Type: Examination - Oral (Interactive). Retrieved from https://app.secure.griffith.edu.au/exlnt/entry/9569/view