Peer Review

Using Learning Assistants in Oral Assessments

Material Detail page

Reviewed:: Sep 6, 2022 by Teacher Education

Bookmark

Ratings

Overall Rating:

Content Quality:

Effectiveness:

Ease of Use:

Overview:

Undergraduate Learning Assistants -- prepared to work productively with students -- have been used to facilitate ungraded, voluntary oral assessments offered prior to exams. Oral assessments last one hour, and are offered prior to the three course exams. Orals are geared to improve student understanding and allow instructors to work with students on an individual basis to address misunderstandings. Students attend oral assessments in groups of 5-6 and work at a board to answer scripted, conceptual questions. The facilitator asks the initial scripted questions as well as follow-up probing questions and encourages students to work together.

Type of Material:

Assessment Tool

Recommended Uses:

Any undergraduate course could make use of oral assessments (assuming that appropriate materials exist or can be developed). At the University of Colorado, the introductory Calculus I and Calculus II courses have developed and used oral assessments regularly. Other courses (Calculus III, Matrix Algebra, Mechanical Engineering's Statics and Component Design, and an Aerospace Engineering course) have also begun to use or develop oral assessments.

Technical Requirements:

Internet access

Identify Major Learning Goals:

To increase student learning

Oral assessments have been shown to improve student conceptual understanding, student grades, and increase the number of students passing the course at the University of Colorado (see Assessment, below). Prior research has also shown that both testing and feedback are crucial to improving learning (Karpicke and Roediger, 2008; Nicole & Macfarlane-Dick, 2006; Gibbs & Simpson, 2004).

To increase student engagement

Oral assessments are by nature student-centered, active-engagement activities. Additionally, oral assessments have improved course attendance. During the assessment students learn to help each other by asking questions and other active techniques rather than working problems for one another.

To emphasize sensemaking and reasoning

Oral assessments emphasize the reasoning behind answers, providing individualized feedback on student thinking. A major goal of the orals is to help students articulate their thinking, make sense of ideas and make mathematical connections.

To learn more about student thinking

By using oral assessments, instructors, Teaching Assistants and Learning Assistants learn more about how students are thinking about the material and see firsthand the power of active learning.

Target Student Population:

College General Ed, College Lower Division, College Upper Division, Graduate School, Professional

Prerequisite Knowledge or Skills:

Facilitators should have a strong foundation in the course content, including the research behind the orals.
Prior to the oral, facilitators receive two copies of the scripted questions: One copy that has only the scripted questions, and another with the scripted questions plus additional prompts to ask in the face of particular student difficulties.

Provide tips on facilitating student discussion

A pedagogy course will prepare Learning Assistants to facilitate student interaction, but they will need some tips on the promoting student discussion during oral assessments.

Having a basic understanding of assessment in learning would be helpful.

Content Quality

Rating:

Strengths:

The concept is universal and could be applied in a variety of content areas.

This site provides clear and specific documentation for how to conduct oral assessments in a college course prior to an exam. The site defines an oral assessment and breaks down the process into four specific steps. Furthermore, the site infdicates how to structure questions in an oral assessment so that the student is making connections and meaing. The site also explains how learning assistants can be used in oral assessments for facilitation and/or developing scripted questions for the oral exam.

Concerns:

There are no examples of this assessment strategy in practice.

Potential Effectiveness as a Teaching Tool

Rating:

Strengths:

This material offers a framework to conduct oral assessments to support course learning outcomes. It also provides a different modality for students to articulate their understandings of presented information.

This site clearly outlines the main factors to be considered when creating oral assessments. It provides teaching notes and tips for preparing learning assistants, faciliating discussions, recruiting students to attend, expectations for students, arranging the space for orals, and weekly meetings to discuss the class with learning assistants. Three challenges for creating and using oral assessments are also shared--time to create, logistical challenges, and creating a supporting learning environment.

Concerns:

None.

Ease of Use for Both Students and Faculty

Rating:

Strengths:

The website is straightforward in its presentation surrounding oral assessments. Embedded links offer further context to the viability of this evaluation strategy.

This site is part of the larger Pedagogy in Action Site for the University of Colorado. The information is presented in a clear, vertical format that is systematic. Sections are clearly labeled. By scrolling down, users move through the content. Besides creating oral assessments and preparing learning assistants to help with them, the site documents the positive benefits of including oral assessment. References, resources, and more examples of oral assessments are found at the bottom of the page.

Concerns:

None.

Creative Commons: