2024 ASEE Annual Conference & Exposition

In this paper, we present the outcomes of a three-year NSF IUSE project focused on the integration of oral examinations in engineering classes.
Our exploration begins with an examination of the manifold advantages of oral exams, benefiting both students and instructors. We delve into oral exams as an assessment tool, elucidating their learning benefits and emotional advantages. While some of these aspects align with existing literature, we also unveil novel findings. Additionally, we address the benefits for instructors and Teaching Assistants (TAs), encompassing informative insights that can catalyze instructional improvements.
Next, we share our strategies for mitigating the scalability challenges inherent in high-enrollment classes. We elucidate our approach of effectively involving TAs through a comprehensive TA training program comprising two crucial components: video-based asynchronous behavioral training and course-specific instructor-led technical training.
In the third segment, we explore the holistic preparation of students for oral exams. Beyond mere notification of the oral examination format, we delve into the critical aspects of psychological and technical readiness. We unveil a diverse array of key considerations for ensuring students are adequately mentally prepared, especially how to reduce their stress towards oral exams. Furthermore, we present the derived assignments designed to augment students' think-aloud skills, reasoning capabilities, and metacognitive prowess.
Finally, we provide insights into the practical implementation of oral exams in engineering classes. This section outlines the essential design dimensions of oral exams, considerations for effective grading, and the judicious utilization of technology to enhance the assessment process, among other valuable tips and recommendations.