Munnleg lokapróf í háskólakennslu : Kostir áskoranir og upplifun nemenda

Abstract

Munnleg lokapróf eru sjaldgæf í íslensku háskólakerfi þrátt fyrir aldalanga sögu. Sumar rannsóknir benda til þess að þau bjóði upp á dýpri innsýn í þekkingu og hæfni nemenda og geti þannig endurspeglað námsárangur með öðrum hætti en hefðbundin skrifleg próf. Í þessari grein er fjallað um munnleg próf sem matsaðferð í háskólakennslu, skoðaðir bæði kostir þeirra og áskoranir. Áhersla er lögð á upplifun nemenda, streitu og prófkvíða, auk þess sem borinn er saman árangur nemenda í munnlegum og skriflegum prófum. Rannsóknin byggir á spurningakönnun sem lögð var fyrir nemendur í námskeiði í viðskiptafræði við Háskólann á Akureyri, þar sem munnlegt lokapróf var tekið upp í stað hefðbundins skriflegs prófs. Niðurstöður sýna að þrátt fyrir að margir nemendur upplifi kvíða tengdan munnlegum prófum, meta þeir reynsluna yfirleitt jákvæða eftir á. Upplifun nemenda af að þreyta munnlegt próf reyndist marktækt ólík eftir því hvort þeir upplifðu streitu í prófinu eða ekki. Meirihluti þátttakenda taldi að munnlegt próf krefðist dýpri skilnings og þeir hefðu þar af leiðandi undirbúið sig betur fyrir prófið. Gögnin sýna einnig að meðaleinkunnir voru hærri hjá þeim nemendum sem þreyttu munnlegt próf en hjá fyrri árgöngum sem tóku hefðbundið skriflegt próf. Rannsóknin dregur fram mikilvægi þess að styðja nemendur í gegnum nýjar matsaðferðir og að munnleg próf geti stuðlað að réttlátara námsmati. Niðurstöðurnar styðja við fyrri rannsóknir sem benda til þess að munnleg próf geti verið áhrifaríkari leið til að meta dýpri skilning en skrifleg próf og efli mikilvæga hæfni fyrir atvinnulífið.Oral exams have historically played a role in academic assessment, particularly in disciplines such as medicine and languages. Despite their long-standing presence, oral exams remain uncommon in higher education, and this is particularly evident in the Icelandic context, where most final exams are written. The purpose of this study is twofold: first, to examine the academic and pedagogical rationale behind oral examinations, including their advantages and challenges; and second, to explore student experiences with oral final exams in the context of a specific course at the University of Akureyri in Iceland. The study is based on a change in assessment methods in an undergraduate business course, in which the final written exam was replaced with an oral exam. Data were collected with a survey that was sent to all students who took the oral exam in the fall semester of 2024. Out of 67 students, 39 responded, yielding a response rate of 58%. Statistical analyses were conducted to examine patterns and correlations in the data. Findings indicate that students initially reported considerable anxiety and stress regarding the oral format. The majority had never taken an oral exam before, which contributed to uncertainty and discomfort. However, once the exam commenced, most students noted that the stress diminished, and the experience was more positive than negative. Students who felt more at ease during the exam rated its execution significantly higher than those who reported feeling anxious. Moreover, students who preferred oral exams to written ones evaluated their experience more positively than those who would have chosen a written format. Many students indicated that they prepared more thoroughly for the oral exam, aware that they would have to communicate their understanding clearly and respond to follow-up questions. Several students commented that they were able to ‘squeeze out more understanding’ during the exam and that the interactive nature of the assessment enabled them to demonstrate knowledge that might not have emerged in a traditional written format. Oral exams may provide benefits for students with learning difficulties, such as dyslexia. Traditional written exams can create barriers for students who struggle with reading or writing, whereas verbal assessment allows these students, and others, to demonstrate knowledge in alternative ways. This can contribute to more inclusive and accurate evaluation of learning outcomes. Nevertheless, the study also acknowledges valid concerns regarding fairness, consistency, and potential bias. Each oral exam represents a unique interaction, and despite the use of rubrics and standardised questions, the dialogue between student and examiner may introduce variability. For instructors, oral exams are considerably more time-consuming to administer, particularly in large classes. In this study, approximately 70 students were assessed over the span of three days, with each exam lasting for 15 minutes. Although the grading was immediate and almost always consistent between the examiner and co-examiner, the resource demands were considerably higher than for written exams. However, the depth of insight gained into student understanding, along with the reduced likelihood of academic dishonesty, were regarded as valuable trade-offs. The open-ended survey responses offered additional insight. While some students expressed a clear preference for the oral format, others found it challenging to respond on the spot and noted the absence of an opportunity to revisit a question later, as would have been possible in a written exam. This study contributes to the growing literature on alternative assessment methods in higher education and highlights the potential of oral exams to provide richer and more authentic demonstrations of student learning. It underscores the importance of adequately preparing students for oral assessments, particularly when they are unfamiliar with the format. Offering practice opportunities and clear guidelines may help alleviate anxiety and enhance student outcomes. In conclusion, oral exams constitute a valuable yet underutilised form of assessment in higher education. Although not without challenges, particularly regarding scalability and perceived fairness, they offer significant benefits for academic rigour, communication skills, and inclusive education. For students with learning difficulties, oral exams may provide a more accurate and empowering means to demonstrate their knowledge. This study encourages educators and institutions to adopt a more diverse range of assessment methods to better align with students’ needs in higher education, in the workplace, and the future.