When old becomes new: a case study of oral examination as an online assessment tool

Abstract

Assessment is an important element of any effective teaching and learning strategy. Designing an appropriate assessment strategy is a continual challenge for instructors because the assessment structure must be well aligned with the intended learning outcomes. Technological advances have led to an expansion of online and distance modes of course delivery and brought new challenges, such as accessibility and legality, identity security and academic dishonesty. This study describes the application of an oral examination as a form of assessment in the online context. The findings demonstrate that oral examination can assist in overcoming some of the challenges associated with online learning. However, careful planning is required to ensure that it meets the principles fundamental to a successful assessment strategy: validity, reliability and fairness.

Keywords:

• Oral examination
• online
• assessment
• financial education
• academic dishonesty

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Alexandr Akimov

Dr Alexandr Akimov is a Senior Lecturer in Banking and Finance at Griffith University. He holds a PhD in Financial Economics from the University of New England, as well as CFA and ERP professional designations. In addition to academic appointments, Alexandr has held risk management positions at the National Bank of Uzbekistan. He is an active member of a number of professional and research associations. His research expertise is in the areas of emerging market finance, energy and carbon markets, local government finance, and financial education. As an educator focusing on evidence-based solutions to practical educational problems, Dr Akimov has been the recipient of a number of university citations for excellence in teaching.

Mirela Malin

Dr Mirela Malin is a Senior Lecturer in Finance at Griffith University. She holds a Bachelor’s in Business (Accounting), a Bachelor’s in International Finance (Honours), and a PhD from Griffith University. She has a research interest in how technology has influenced teaching in higher education and how blended learning techniques have been used to enhance student learning outcomes. Dr Malin has presented at blended learning symposiums and international teaching conferences, and has been a reviewer for journals and conferences in education and finance. Her publications include articles in the Journal of International Financial Markets, Institutions & Money, the Quarterly Review of Economics and Finance, Accounting Research Journal, and the Journal of Financial Education.