Student conceptions of oral assessment in oral presentations

Joughin, G. (2007) Student conceptions of oral assessment in oral presentations. Studies in Higher Education, 32 3: 323-336. doi:10.1080/03075070701346873

Author Joughin, G.
Title Student conceptions of oral assessment in oral presentations
Journal name Studies in Higher Education   Check publisher's open access policy
ISSN 1470-174X
Publication date 2007-06-12
Sub-type Article (original research)
DOI 10.1080/03075070701346873
Volume 32
Issue 3
Start page 323
End page 336
Total pages 14
Place of publication Abingdon, U.K.
Publisher Routledge Journals, Taylor & Francis Ltd
Language eng
Abstract A phenomenographic study of students’ experience of oral presentations in an open learning theology programme constituted three contrasting conceptions of oral presentations—as transmission of ideas; as a test of students’ understanding of what they were studying; and as a position to be argued. Each of these conceptions represented a combination of related aspects of students’ experience, namely, their awareness of the audience and their interaction with that audience, how they perceived the nature of theology, affective factors, and how they compared the oral presentation format with that of written assignments. The conception of the presentation as a position to be argued was associated with a particularly powerful student learning experience, with students describing the oral presentation as being more demanding than the written assignments, more personal, requiring deeper understanding, and leading to better learning. The study draws our attention to the various ways in which students may perceive a single form of academic task and their need to develop their understanding of assessment formats.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Unknown

Document type: Journal Article
Sub-type: Article (original research)
Collection: Institute for Teaching and Learning Innovation Publications
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 15 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 20 times in Scopus Article | Citations
Google Scholar Search Google Scholar
Created: Mon, 29 Aug 2011, 09:34:14 EST by Associate Professor Gordon Joughin on behalf of Teaching & Educational Development Institute