Oral
This page describes an implementation of an assessment method by a lecturer or group of lecturers. The content of the page is the result of an interview conducted through the RAFT project in DIT in the 2013-14 Academic Year.
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Lecturer and Contact Details
Programme and year on which assessment was offered
Description
This assessment is the oral component of the language module. The assessment takes place in small groups throughout the module instead of one on one at the end of the module. This helps students who are often very nervous in the traditional oral and it also allows them to improve as they engage in a number of small assessments. As they discuss issues in a group they benefit from peer knowledge and experience.
Why did you use this Assessment?
- With bigger groups this is more manageable that one on one orals.
- It is continuous rather than just one assessment 3. It helps students deal with the nerves issue and become more confident in their spoken language
Why did you change to this form of assessment?
Previously individual orals at the end of the module.
How do you give feedback to students?
Instant feedback as the lecturer moves around the groups in the class. At the end of the module they get a mark.
What have you found are the advantages of using this form of assessment?
- Grades are better
- Feedback is very clear
What have you found are the dis-advantages of using this form of assessment?
- Noise level in the room is high
- Tiring for the lecturer, more demanding for the lecturer
If another lecturer was using this assessment method would you have any tips for them?
Give your mark at the end and be discreet about marking while moving around the groups.
Do you have any feedback from students about this assessment?
Feedback is very positive and they enjoy interacting in the group.
Additional Comments
The clear positive impact of this method is that it had an impact on the group as a whole and the dynamic of the group as they became much less self-conscious as the weeks went on.
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