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  Home > JCE Print > Journal of Chemical Education > Issues > 2007  > October  >
In the Classroom
Using Oral Examination as a Technique To Assess Student Understanding and Teaching Effectiveness
Lee Roecker
Department of Chemistry, Berea College, Berea, KY 40404
Cover
October 2007
Vol. 84 No. 10
p. 1663
Abstract
This paper discusses the use of oral examinations to assess student understanding in a general chemistry course and in an advanced inorganic chemistry course. Examination design, administration, and grading are explored, as well as the benefits to both instructors and students. Students react positively to the oral examination format and generally perform at a higher level than on written examinations over the same material. The oral examination format is discussed in terms of the interactive compensatory model of learning.
Supplement
Sample oral quizzes and examinations used in advanced inorganic chemistry, instrumental analysis, quantitative analysis, and general chemistry are available.
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Contents
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JCE2007p1663W.zip
JCE2007p1663.doc (Microsoft Word)
More Information
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Citation
Roecker, Lee. J. Chem. Educ. 2007, 84, 1663.
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Keywords
Chemical Education Research; First-Year Undergraduate / General; Group Theory / Symmetry; Learning Theories; Testing / Assessment; Upper-Division Undergraduate
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History
Created:
Last Updated:
8/20/2007
9/7/2007
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