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dc.contributor.authorAkimov, Alexandr
dc.contributor.authorMalin, Mirela
dc.date.accessioned2020-03-09T05:11:20Z
dc.date.available2020-03-09T05:11:20Z
dc.date.issued2020
dc.identifier.issn0260-2938
dc.identifier.doi10.1080/02602938.2020.1730301
dc.identifier.urihttp://hdl.handle.net/10072/392191
dc.description.abstractAssessment is an important element of any effective teaching and learning strategy. Designing an appropriate assessment strategy is a continual challenge for instructors because the assessment structure must be well aligned with the intended learning outcomes. Technological advances have led to an expansion of online and distance modes of course delivery and brought new challenges, such as accessibility and legality, identity security and academic dishonesty. This study describes the application of an oral examination as a form of assessment in the online context. The findings demonstrate that oral examination can assist in overcoming some of the challenges associated with online learning. However, careful planning is required to ensure that it meets the principles fundamental to a successful assessment strategy: validity, reliability and fairness.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge: Taylor & Francis Group
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto17
dc.relation.ispartofjournalAssessment & Evaluation in Higher Education
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchcode13
dc.titleWhen old becomes new: a case study of oral examination as an online assessment tool
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationAkimov, A; Malin, M, When old becomes new: a case study of oral examination as an online assessment tool, Assessment & Evaluation in Higher Education, pp. 1-17
dc.date.updated2020-03-09T02:23:50Z
dc.description.versionAccepted Manuscript (AM)
gro.description.notepublicThis publication has been entered into Griffith Research Online as an Advanced Online Version
gro.rights.copyrightThis is an Author's Accepted Manuscript of an article published in Assessment & Evaluation in Higher Education, 21 Feb 2020, copyright Taylor & Francis, available online at: https://doi.org/10.1080/02602938.2020.1730301
gro.hasfulltextFull Text
gro.griffith.authorMalin, Mirela D.
gro.griffith.authorAkimov, Alexandr


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