‘The rise of AI and related threats to academic integrity in a post-pandemic academic environment where most assessments are not invigilated forces universities to revisit the question of how to conduct safe and fair assessments (Dawson, 2022). As invigilated exams and online proctoring have fallen out of favour with university administrators due to cost, space or privacy concerns, oral assessments have found renewed interest (Newell, 2023). These are effective in measuring students’ knowledge whilst verifying that the responses truly belong to the student (Joughin, 1998). Though there are many established variations of oral assessment, from viva voce thesis defence to interactive orals (as widely conducted in Law and Medicine), they usually emphasise authentic live interaction between student and assessor. However, the sheer scale of some undergraduate programs (as common in Business Schools) along with the integrated nature of business curriculum requiring marking expertise from different graders makes truly interactive oral exams unfeasible. As a response, a large first-year undergraduate Business course (with student enrolments of between 500-1200 per term) at a G08 institution implemented an authentic recorded oral assessment, which mimics job interview practice.’
Link: https://publications.ascilite.org/index.php/APUB/article/view/1235
AI Update 