Oral Exams in Four Norwegian Secondary Schools -- Characteristics and Variations in Practice and Possible Threats to Validity and Fairness
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| Title: | Oral Exams in Four Norwegian Secondary Schools -- Characteristics and Variations in Practice and Possible Threats to Validity and Fairness |
|---|---|
| Language: | English |
| Authors: | Marte Søve Syverud (ORCID |
| Source: | Assessment in Education: Principles, Policy & Practice. 2025 32(4):441-461. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Secondary Schools, Verbal Tests, Public Speaking, Test Validity, High Stakes Tests, Time on Task, Methods, Serial Ordering, Time Management |
| Geographic Terms: | Norway |
| DOI: | 10.1080/0969594X.2025.2563722 |
| ISSN: | 0969-594X 1465-329X |
| Abstract: | This article explores oral exams in four Norwegian secondary schools. These oral exams are high-stakes assessments, however, knowledge about practice and implications for validity and fairness is scarce. Data for the study consist of video recordings of 36 authentic oral exams in the school subject Norwegian language and literature. Applying thematic analysis, this study explores how oral exams are organised and the curriculum components assessed. Findings show that oral exams comprise five phases with clear characteristics in terms of activities to which students and examiners orient: "greeting and preparing, student presentation, subject conversation, grading" and "feedback and grade." These phases are sequenced similarly in all but one of the studied exams. There are, however, variations in the time spent on each phase and in the parts of the curriculum assessed. The variations have implications for validity and fairness, indicating that securing high degrees of validity and fairness might be difficult. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1490514 |
| Database: | ERIC |
| Abstract: | This article explores oral exams in four Norwegian secondary schools. These oral exams are high-stakes assessments, however, knowledge about practice and implications for validity and fairness is scarce. Data for the study consist of video recordings of 36 authentic oral exams in the school subject Norwegian language and literature. Applying thematic analysis, this study explores how oral exams are organised and the curriculum components assessed. Findings show that oral exams comprise five phases with clear characteristics in terms of activities to which students and examiners orient: "greeting and preparing, student presentation, subject conversation, grading" and "feedback and grade." These phases are sequenced similarly in all but one of the studied exams. There are, however, variations in the time spent on each phase and in the parts of the curriculum assessed. The variations have implications for validity and fairness, indicating that securing high degrees of validity and fairness might be difficult. |
|---|---|
| ISSN: | 0969-594X 1465-329X |
| DOI: | 10.1080/0969594X.2025.2563722 |
