Joughin 2010

Titre du livre

1. Références

• Référence complète APA : Joughin, G. (2010). A short guide to oral assessment. Leeds : Leeds Metropolitan University, 28 p.

• Auteur(s) : Gordon Joughin

2. Copies

• Copie électronique en ligne : http://www.qub.ac.uk/directorates/AcademicStudentAffairs/CentreforEducationalDevelopment/FilestoreDONOTDELETE/Filetoupload,213702,en.pdf

• Copie électronique locale : Fichier:Joughin 2010.pdf

• Copie physique CP :

• Copie physique en bibliothèque :

3. Mots-clés

• examen oral

4. Quart de couverture

This guide to oral assessment deals with any assessment based on the spoken word, including vivas, oral presentations, and a host of other forms of assessment. It is designed to be of use to anyone currently using oral assessment to make judgments about their students’ learning, and anyone considering introducing oral assessment into their courses. It is not about assessing students’ language or communication skills per se, but it is about assessment that calls on students to use the spoken word to express their knowledge and understanding.

In this guide we will be considering:

• the nature of oral assessment
• the advantages (and some disadvantages) of oral assessment
• key dimensions of oral assessment to use in planning oral assessments
• marking and grading
• preparing students for oral assessment; and
• ensuring that judgments based on oral assessment are sound, reliable and fair.

The guide will cite a number of articles where different forms of oral assessment are described. Most of these are the work of higher education teachers from various disciplines (rather than of educational researchers or theorists) and provide practical illustrations of how oral assessment can be carried out. Despite the metaphor of a balanced assessment diet, this guide will not provide a recipe for designing and implementing oral assessment, but it will introduce a range of ingredients to use in various combinations in developing assessment tasks, and practices that will help you and your students make the most of the oral medium

5. Résumé (facultatif)

• Définition p. 1 : voir examen oral

• L'importance de l'oral dans la tradition universitaire p. 1

• Qu'est-ce que l'examen oral ? (p. 3)

• Pourquoi interroger oralement ? (p. 5 - 7) raisons ou avantages de l'oral :
  • 1. The learning outcomes demand it
  • 2. It allows probing of the students’ knowledge
  • 3. It reflects the world of practice
  • 4. It improves learning
  • 5. It suits some students
  • 6. The meaning of questions can be clarified
  • 7. It helps to ensure academic integrity

• Les inconvénients (p. 7)
  • Undue anxiety - stress
  • Hearing or speech difficulties
  • Time
  • Lack of anonymity
  • Bias - biais d'évaluation
  • Novelty
  • Recording
  • Articulateness vs knowledge

• Planification d'un oral : 6 étapes (p. 10) - voir Joughin 1998 pour une version plus détaillée
  • Dimension 1: What is being assessed? - définir les objectifs
  • Dimension 2: Interaction - planifier les interactions (What kinds of interaction will be needed? How will the examiner/s interact with the student?) pour éviter que l'examen ne parte en tout sens et compromette l'équité
  • Dimension 3: Authenticity : the extent to which the assessment replicates ‘real life’ or what happens in the world of practice
  • Dimension 4: Structure : how far the assessment follows a predetermined set of questions or sequence of events ? Une structure fixe réduit l'arbritraire et l'anxiété, mais une structure trop rigide peut empêcher de creuser certaines questions.
  • Dimension 5: Who assesses? Présence d'experts, de pairs, auto-évaluation ?
  • Dimension 6: Purely oral or a combination of modes?

• Le problème de la validité (p. 13) - 4 types :
  • face validity : "whether the assessment ‘on the face of it’ seems likely to test what it is supposed to test"
  • content validity : "how well the assessment covers the field being studied"
  • construct validity : "look at underlying qualities, including what are often called ‘graduate qualities’ or programme level learning outcomes such as problem solving or ethical behaviour"
  • concurrent validity : "how students’ performance on one assessment task correlates with their performance on other tasks designed to test the same

or similar learning outcomes"

• Le problème de la fiabilité (p. 14)
  • Augmenter le nombre de cas / de questions
  • Augmenter le nombre d'examinateurs
  • Utiliser une grille d'évaluation critériée
  • Fournir des réponses type

• Fairness / absence de biais (p. 15)

• Noter l'oral (p. 16)
  • Utilisation d'une grille critériée recommandée
  • Traçabilité / recording : "Making an audio or video recording of the assessment is highly recommended. (...) Many universities require all oral assessment to be recorded."

• Préparer les étudiants à l'oral (p. 17) - importance & conseils