Abstract

Compared to their written counterpart, oral assessments provide a wealth of information about student understanding. Instead of deciphering a static response, oral assessments provide instructors the opportunity to probe student explanations, obtaining a more complete picture of their understanding. Moreover, students explaining their conceptual reasoning is advocated in the 2016 GAISE guidelines. Additionally, oral exams allow for flexibility in how students can explain their thinking, potentially helping build students’ identities as statistical thinkers and speakers. Despite the facilities these assessments provide, oral assessments are rarely used in the statistics classroom. In this article I describe the important considerations to be attended to when implementing oral exams in the classroom, my experiences facilitating oral exams in my statistics courses, and some lessons I learned along the way. Supplementary materials for this article are available online.

摘要

与书面评估相比，口头评估提供了大量有关学生理解的信息。口头评估不是破译静态反应，而是为教师提供了探索学生解释的机会，从而更全面地了解他们的理解。此外，2016 GAISE 指南提倡学生解释他们的概念推理。此外，口试允许学生灵活解释他们的想法，可能有助于建立学生作为统计思想家和演讲者的身份。尽管这些评估提供了便利，但在统计课堂中很少使用口头评估。在这篇文章中，我描述了在课堂上进行口语考试时需要注意的重要事项，我在统计课程中促进口试的经验，以及我在此过程中学到的一些经验教训。本文的补充材料可在线获取。