Assessing reflective thinking: pre‐service teachers’ and professors’ perceptions of an oral examination

Abstract

This paper investigates the role questioning occupies in an oral examination as it relates to King and Kitchener’s theory of critical, reflective thinking. Pre‐service teachers’ experience of sitting an oral examination and professors’ reflections on conducting the assessment in a small liberal arts university are considered. Findings from this research reflect upon the learning process in an oral examination and review the relationship between the examiners’ probing questions and the assessment of reflective thinking in pre‐service teachers.