Oral Examination as an Online Assessment Tool
Published Nov 22, 2021 · Updated Feb 20, 2026
Essays are easy to submit online. Proving understanding and maintaining academic integrity is harder (see how universities safeguard academic integrity in online assessments). As more courses move fully online, assessment approaches need to adapt to the virtual teaching and learning environment, including accessibility, legal considerations, identity security, and academic integrity (Robles and Braathen, 2002; Akimov and Malin, 2020). Online oral examinations are one option that can help address several of these challenges.
Online oral assessment
Akimov and Malin (2020) suggest online oral examinations as one way to overcome some of these problems. For practical reasons, this style of assessment is most suitable for smaller, more advanced classes. In their postgraduate finance course, they used a three-part approach: an early online quiz to track progress, an applied project with a time limit to test practical concepts taught in the course, and a final oral examination to assess communication skills and higher-order skills like problem solving and critical thinking. This mix balances a progress check, applied work, and a conversation-based assessment.
How to setup an online oral assessment
To prepare students for the oral exam, Akimov and Malin (2020) suggest distributing a list of questions at the beginning of the course that reflect the learning outcomes for each module. Students should prepare the relevant questions before each live lecture and be encouraged to discuss the questions and participate actively.
In Akimov and Malin’s case, the actual oral examination was set up in 30-minute slots over a two-day period. Students could select their time slots on a first-come, first-served basis. They structured their exam as follows:
- 2 x 5 minutes to answer two randomly selected questions from the previously provided list;
- 5 minutes of questions about the project completed as a previous assignment, which also helps ensure academic integrity;
- 5 to 10 minutes for further questions testing the depth and breadth of knowledge;
- 5 minutes to provide feedback to the student and assign a mark.
Akimov and Malin (2020) recommend using an online form to record the mark immediately, without communicating it to the student during the exam, to avoid delays. Instead, marks can be released after all examinations are completed. They also suggest including the following four criteria in the marking rubric: completeness of response (worth 40%), accuracy of response (worth 40%), depth and breadth of knowledge (worth 10%), and oral communication skills (worth 10%). A clear structure and rubric can also make expectations more transparent for students.
How to successfully implement an oral examination
Akimov and Malin (2020) highlight a few practical steps for successful implementation. Firstly, an identification process should be integrated at the beginning of the exam, for example by asking students to show a valid student ID or government-issued document, to avoid academic misconduct.
Secondly, the communication system should be tested in advance to reduce technical issues.
Thirdly, intra-rater reliability should be ensured. All examinations could be recorded and a random selection moderated by a second examiner. The selected recordings should represent the breadth of marks achieved.
Lastly, to relieve some of the anxiety amongst students that is commonly associated with oral exams, mock online assessments could be set up. Akimov and Malin (2020) suggest that students can provide peer review feedback on each other’s answers to increase the learning effect and reduce the workload for the course leader. Together, these steps aim to keep the process fair, reliable, and less stressful for students.
Oral examinations facilitate communication and higher-level skills
Although face-to-face examination is unfeasible in online learning, an online oral assessment can still create space for interaction and discussion. The delivery is flexible, and students can receive immediate feedback. Using software for the marking process can also save time and shorten marking turnaround.
For students, communication and confidence are enhanced (Haque et al., 2016), both of which are sought after by employers (Murillo-Zamorano and Montanero, 2018). Students may also be more motivated to learn and understand the subject, while cheating is discouraged (Akimov and Malin, 2020; Bhati, 2012). Overall, oral examinations can be a useful addition to online courses, especially when combined with other types of assessments.
FAQ
Q: How do students with disabilities or those who require accommodations navigate online oral examinations?
A: Students with disabilities or those who require accommodations are given special consideration during online oral examinations to ensure fairness and accessibility. Institutions typically assess individual needs and make adjustments, such as providing additional time, using alternative questioning techniques, or employing assistive technologies that enable these students to participate fully. Student voice is crucial here (see what student voice means in higher education), and students should be encouraged to communicate their specific needs and preferences to educators or examination coordinators beforehand so accommodations are in place for their examination.
Q: What measures are in place to handle technical failures or connectivity issues during the oral examination?
A: To address technical failures or connectivity issues during an oral examination, several measures are typically implemented. These include having a technical support team on standby during examinations to assist with any issues that arise, offering a test run before the actual examination to ensure that all participants are familiar with the system and to identify potential problems, and maintaining a clear protocol for what steps to take if issues occur, such as rescheduling the examination or allowing extra time. The importance of student voice is acknowledged by inviting feedback on the technical experience, which can help refine and improve the process for future examinations.
Q: How is student feedback on the oral examination process collected and utilised to improve future assessments?
A: Student feedback on the oral examination process is collected through surveys, feedback forms, or informal discussions after the examination period. Institutions value student voice because it provides critical insights into what worked well and what could be improved. This feedback can then be analysed (see our student feedback analysis glossary for definitions) and used to make adjustments to the examination format, technical setup, and support services, helping future assessments meet students' learning needs and preferences.
References
[Source Paper] Akimov A., Malin M. (2020) “When old becomes new: a case study of oral examination as an online assessment tool”. Assessment & Evaluation in Higher Education, 45 (8), 1205-1221.
DOI: 10.1080/02602938.2020.1730301
[1] Robles M., Braathen S. (2002). “Online Assessment Techniques.” Delta Pi Epsilon Journal 44 (1): 39–49.
Available Here
[2] Haque, M., R. Ibtisam, T. Mustafa, S. Qayyum, Q. Tahir, S. Melsing, and F. Rafique (2016). “Oral Examinations: What Medical Students and Examiners Think! Comparison of Opinions on Oral Examination.” International Journal of Pathology 14 (2): 66–73.
Available Here
[3] Murillo-Zamorano, L. R., Montanero M. (2018). “Oral Presentations in Higher Education: A Comparison of the Impact of Peer and Teacher Feedback.” Assessment & Evaluation in Higher Education 43 (1): 138–150.
DOI: 10.1080/02602938.2017.1303032
[4] Bhati, S. (2012). “The Effectiveness of Oral Presentation Assessment in a Finance Subject: An Empirical Examination.” Journal of University Teaching & Learning Practice 9 (2): 6.
DOI: 10.53761/1.9.2.6
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