Citations (78)
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Holley Friedlander & Jennifer Schaefer. (2024) Utilizing a Poster Project as an Assessment in an Introductory Abstract Algebra Course. PRIMUS 34:4, pages 392-412.
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Lewis Baker & Marion Heron. (2023) Advocating for oracy: supporting student success in foundation year study. Journal of Further and Higher Education 47:10, pages 1289-1303.
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Julia Mascadri, Nerida Spina, Rebecca Spooner-Lane & Elizabeth Briant. (2023) Assessors’ perspectives of an oral assessment within a teaching performance assessment. Assessment & Evaluation in Higher Education 48:5, pages 613-626.
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Amanda K. Landi & Kaethe Minden. (2023) Metacognitive Assessments for Undergraduate Mathematics Courses in the Time of COVID-19. PRIMUS 33:5, pages 555-568.
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Guus de Krom. (2023) Approaches to written assignments -how students write, and instructors read. Assessment & Evaluation in Higher Education 48:1, pages 67-76.
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Hoshang Roshanmehr, Ramin Tavakoli, Mansoor Khaledi, Javad Fathi, Seed Mohamad Shafiea, Mohammad Aberomand, Hamed Afkhami, Bobby Branson, Robab Daghagheleh & Shahdokht Rastegar. (2021) Evaluating the activity of salivary enzymes as stress biomarkers under psychological stress and their relationship with rumination and personality traits. Biomarkers 26:5, pages 477-482.
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Ken Lau, Chia-Yen Lin & Eric Odle. (2021)
‘I am just saying maybe …’: Engagement in dissertation defenses. Language and Education 35:1, pages 1-21.
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Alexandr Akimov & Mirela Malin. (2020) When old becomes new: a case study of oral examination as an online assessment tool. Assessment & Evaluation in Higher Education 45:8, pages 1205-1221.
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Helen Hazen & Hillary Hamann. (2020) Assessing Student Learning in Field Courses Using Oral Exams. The Geography Teacher 17:4, pages 130-135.
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Drew Lewis. (2020) Gender Effects on Re-assessment Attempts in a Standards-Based Grading Implementation. PRIMUS 30:5, pages 539-551.
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Verónica Villarroel, David Boud, Susan Bloxham, Daniela Bruna & Carola Bruna. (2020) Using principles of authentic assessment to redesign written examinations and tests. Innovations in Education and Teaching International 57:1, pages 38-49.
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Fiona Smart, Mandy Asghar, Laurie-Ann Campbell & Mark Huxham. (2019) Electing to speak: professional dialogue in the context of Fellowship of the Higher Education Academy. International Journal for Academic Development 24:3, pages 232-245.
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Bram E. Vaessen, Antoine van den Beemt, Gerard van de Watering, Ludo W. van Meeuwen, Lex Lemmens & Perry den Brok. (2017) Students’ perception of frequent assessments and its relation to motivation and grades in a statistics course: a pilot study. Assessment & Evaluation in Higher Education 42:6, pages 872-886.
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Diana Pereira, Maria Assunção Flores & Alexandra Barros. (2017) Perceptions of Portuguese undergraduate students about assessment: a study in five public universities. Educational Studies 43:4, pages 442-463.
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Diana Pereira, Maria Assunção Flores & Laila Niklasson. (2016) Assessment revisited: a review of research in Assessment and Evaluation in Higher Education. Assessment & Evaluation in Higher Education 41:7, pages 1008-1032.
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Stefanie Sinclair. (2016) The introduction and refinement of the assessment of digitally recorded audio presentations. Open Learning: The Journal of Open, Distance and e-Learning 31:2, pages 163-175.
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Martin Granbom. (2016) Formative Assessment and Increased Student Involvement Increase Grades in an Upper Secondary School Biology Course. Journal of Biological Education 50:2, pages 185-195.
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Melissa Sgroi. (2016) ‘I should at least be given a chance to try’: the experience of media workers with disabilities in the United States during postsecondary education and early career. Disability & Society 31:1, pages 64-83.
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Paola Iannone & Adrian Simpson. (2015) Students’ views of oral performance assessment in mathematics: straddling the ‘assessment of’ and ‘assessment for’ learning divide. Assessment & Evaluation in Higher Education 40:7, pages 971-987.
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Boaz Shulruf, Phillippa Poole, Philip Jones & Tim Wilkinson. (2015) The Objective Borderline Method: a probabilistic method for standard setting. Assessment & Evaluation in Higher Education 40:3, pages 420-438.
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Yvonne Hodgson, Cristina Varsavsky & Kelly E. Matthews. (2014) Assessment and teaching of science skills: whole of programme perceptions of graduating students. Assessment & Evaluation in Higher Education 39:5, pages 515-530.
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Paola Iannone & Adrian Simpson. (2013) Students' perceptions of assessment in undergraduate mathematics. Research in Mathematics Education 15:1, pages 17-33.
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Julie Marie Isager. ‘Cracking the teacher’s code’ – an ethnographic study of students preparing for oral exams. Ethnography and Education 0:0, pages 1-17.
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Jamie Atkins & Marion Heron. Oracy skills in a digital environment: what do foreign language undergraduate students need?. The Language Learning Journal 0:0, pages 1-12.
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Articles from other publishers (54)
Carrie R. Salmon, Paul A. Bonvallet, Yuan Xue & Susan E. Ramlo. (2024) Oral Examinations of Structure and Function in General and Organic Chemistry Courses. Journal of Chemical Education 101:3, pages 921-929.
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Kamali Sripathi & Aidan Hoskinson. (2024) Developing Student Expertise in Evolution: Cognitive Construals Complement Key Concepts in Student Representations. CBE—Life Sciences Education 23:1.
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Wesley Beccaro, Miguel Arjona Ramírez, William Liaw & Heitor Rodrigues Guimarães. (2024) Analysis of Oral Exams With Speaker Diarization and Speech Emotion Recognition: A Case Study. IEEE Transactions on Education 67:1, pages 74-86.
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Paola Iannone & Naďa Vondrová. (2023) The Novelty Effect on Assessment Interventions: a Qualitative Replication Study of Oral Performance Assessment in Undergraduate Mathematics. International Journal of Science and Mathematics Education 22:2, pages 375-397.
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Louise Palmour. (2023) Assessing speaking through multimodal oral presentations: The case of construct underrepresentation in EAP contexts. Language Testing 41:1, pages 9-34.
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Erik H. Hofmeister. 2023. Educational Principles and Practice in Veterinary Medicine. Educational Principles and Practice in Veterinary Medicine
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Sharmini Julita Paramasivam, Yasmin Abou-Amer & Khalil Saadeh. (2023) On the Spot Presentation-Based Assessment (OTSPA): Student Perception and Predictive Value of a Novel Summative Assessment with a Formative Assessment Flavour. Education Sciences 13:10, pages 1012.
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Luca Chittaro & Marta Serafini. (2023) Desktop virtual reality as an exposure method for test anxiety: quantitative and qualitative feasibility study. Multimedia Tools and Applications 83:12, pages 36129-36155.
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Clara S. Kim, Ching‐Hsiu Chiu & Tobias K. Boehm. (2023) Developing students’ collaboration and critical thinking skills via oral examination. Journal of Dental Education.
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Felix Dobslaw & Peter Bergh. (2023) Experiences with Remote Examination Formats in Light of GPT-4. Experiences with Remote Examination Formats in Light of GPT-4.
Marko Lubarda, Alex Phan, Maziar Ghazinejad, Nathan Delson, Saharnaz Baghdadchi, Curt Schurgers, Minju Kim, Josephine Relaford-Doyle, Carolyn Sandoval & Huihui Qi. (2023) Peer oral exams: A learner-centered authentic assessment approach scalable to large classes. Peer oral exams: A learner-centered authentic assessment approach scalable to large classes.
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David E. Gardner & Andrea N. Giordano. (2023) The Challenges and Value of Undergraduate Oral Exams in the Physical Chemistry Classroom: A Useful Tool in the Assessment Toolbox. Journal of Chemical Education 100:5, pages 1705-1709.
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Felicitas Starr‐Egger. (2023) Re‐evaluating online oral examinations. Die Unterrichtspraxis/Teaching German 56:1, pages 53-57.
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Svitlana Nykyporets, Svitlana Medvedieva, Nataliia Hadaichuk & Nadiia Herasymenko. (2023) ONLINE TESTING: KNOWLEDGE CONTROL DURING DISTANCE LEARNING OF THE ENGLISH LANGUAGE AT A NONLINGUISTIC UNIVERSITY IN CONDITIONS OF FULL-SCALE ARMED AGGRESSION. Grail of Science:23, pages 345-350.
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Nouf Bin Sawad, Jeremy M. Law, Sana Tibi & Karen Boese. (2022) Arabic metalinguistic knowledge predicts reading comprehension: A scoping review. Frontiers in Communication 7.
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Virginia Planas De Lathawer. (2022) An exploration of third-year student midwives’ experiences of high-risk module assessment in preparation for practice and real-world emergencies. Midwifery 114, pages 103450.
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Bridget Henderson, Lucy Chipchase, Robyn Aitken & Lucy K. Lewis. (2022) Consensus marking as a grading method for the development of evaluative judgement: Comparing assessor and students. Nurse Education in Practice 63, pages 103386.
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Erin M. Madison & Erika K. Fulton. (2021) The influence of summary modality on metacomprehension accuracy. Metacognition and Learning 17:1, pages 117-138.
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Svenja Lemmrich, Anika Bahls & Prof. Dr. Timo Ehmke. (2022) Effekte von mündlichen versus schriftlichen Antwortformaten bei der performanznahen Messung von Deutsch-als-Zweitsprache (DaZ)-Kompetenz – eine experimentelle Studie mit angehenden Lehrkräften. Zeitschrift für Pädagogische Psychologie 36:1-2, pages 37-47.
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Mihaela Sabin, Karen H. Jin & Adrienne Smith. (2021) Oral Exams in Shift to Remote Learning. Oral Exams in Shift to Remote Learning.
David N. Kamber. (2020) Personalized Distance-Learning Experience through Virtual Oral Examinations in an Undergraduate Biochemistry Course. Journal of Chemical Education 98:2, pages 395-399.
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Drew Lewis. (2019) Student Anxiety in Standards-based Grading in Mathematics Courses. Innovative Higher Education 45:2, pages 153-164.
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Dušica D. Rodić. (2018) BEST PRACTICES OF ASSESSMENT AS A WAY TO PROMOTE EFFECTIVE LEARNING. Journal of Baltic Science Education 17:5, pages 748-750.
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Zoey Spendlove & Rachel Best. (2018) Innovation in assessment: Building student confidence in preparation for unfamiliar assessment methods. British Journal of Midwifery 26:3, pages 180-184.
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Riitta Turjamaa, Marja-Anneli Hynynen, Irma Mikkonen & Eeva-Riitta Ylinen. (2018) Dialogic oral exam in nursing education: A qualitative study of nursing students' perceptions. Nurse Education in Practice 29, pages 53-58.
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