San Antonio, Texas
June 10, 2012
June 10, 2012
June 13, 2012
Educational Research and Methods
25.108.1 - 25.108.20
A Study on the Effectiveness of Team-Based Oral Examinations in an Undergraduate Engineering CourseThe conventional and pervasive written exam format used in undergraduate engineering courses,while practical, may be neither the most effective assessment tool in determining a student’sability to perform in the professional arena, nor an effective tool to motivate students tounderstand the fundamental concepts on which the exam is based. The effectiveness, validityand practicality of employing team-based oral examinations in lieu of individual written midtermexams in an undergraduate course will be presented in this paper. Several of the disadvantagesof written exams are addressed with the protocol developed for the oral exams. These protocolsare defined and discussed. Effectiveness of the team-based oral exams is quantitatively assessedthrough a comparison of student performance between the control (individual written exams) andthe experimental group (team-based oral exams). Individual and aggregate student performanceon the oral exams and the written final exam from the same semester are presented andexamined. The final exam average for the two groups is provided as a point of comparison todetermine assessment impact. Additionally, the effectiveness of the team-based oral exams fromthe students’ perspective is qualitatively assessed using results from 5-point Likert survey. Thesubjective experiences from the student and professor perspectives are presented. Resultsindicate a significant increase in the effort, retention and recall of knowledge and performance ofthe students as indicated by the final exam average and student surveys. The team-based oralexams appear to serve as a more effective tool than the traditional testing method to evaluatestudents’ learning and facilitate their deeper understanding of the course content.
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2012 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015