Fostering critical skills and professional attributes: Developing and using authentic interactive oral assessments in undergraduate education
Background
This study explored the potential of Interactive Oral Assessments to develop graduate
attributes, 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 Authentic
Assessment (Villarroel et al., 2018).
Summary of work
The 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 to
explore faculty and students' experiences during the assessments.
Results
Findings revealed the Interactive Oral Assessment effectively reflected real-world expectations
and promoted deep learning, offering a high-quality learning experience. The assessment was
perceived as authentic and helping students gain professional knowledge and skills.
Discussion
To implement these assessments effectively, faculty should consider their familiarity with
workplace contexts, flexibility in module design, facilitation skills, and support for students.
The assessments were integrated into the learning cycle, providing opportunities to practice
reasoning, reflection, inquiry, and collaborative skills. Faculty played a critical role in guiding
discussions and providing immediate feedback during the assessments. Additionally, strategies
like video feedback and peer evaluation were employed to support students' evaluative
judgment (Tai et al., 2018).
Conclusions
Authentic Interactive Oral Assessments hold promise as effective tools to develop critical skills
and graduate attributes.
Take-home messages / implications for further research or practice
Based on the study's outcomes, practical suggestions are offered for faculty to self-assess their
readiness for implementing Interactive Oral Assessments. The positive outcomes and
reflections on real-world expectations highlight the potential of these assessments for
enhancing students' learning experiences and better preparing them for their future careers.
Further research in this area could explore more extensive implementation and assess the longterm
impact of Interactive Oral Assessments on students' overall skill development and career
success.
References (maximum three)
Tai, J., R. Ajjawi, D. Boud, P. Dawson, and E. Panadero. 2018. Developing Evaluative
Judgement: Enabling Students to Make Decisions about the Quality of Work. Higher Education
76 (3): 467–481. doi:10.1007/s10734-017-0220-3.
Tan, C. P., Howes, D., Tan, R. K. W., & Dancza, K. M. (2021). Developing interactive oral
assessments to foster graduate attributes in higher education. Assessment & Evaluation in
Higher Education. DOI: 10.1080/02602938.2021.2020722.
Villarroel, V., Bloxham, S., Bruna, D., Bruna, C., & Herrera-Seda, C. (2018). Authentic
assessment: Creating a blueprint for course design. Assessment & Evaluation in Higher
Education, 43(5), 840-854. doi:10.1080/02602938.2017.1412396.
History
Journal/Conference/Book title
Conference on the Assessment of Competence in Medicine and the Healthcare Professions (“Ottawa 2024”)Publication date
2024-02-26Version
- Published