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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 0000-0001-6726-3815)
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
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  Data: Oral Exams in Four Norwegian Secondary Schools -- Characteristics and Variations in Practice and Possible Threats to Validity and Fairness
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  Data: <searchLink fieldCode="AR" term="%22Marte+Søve+Syverud%22">Marte Søve Syverud</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6726-3815">0000-0001-6726-3815</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Assessment+in+Education%3A+Principles%2C+Policy+%26+Practice%22"><i>Assessment in Education: Principles, Policy & Practice</i></searchLink>. 2025 32(4):441-461.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Schools%22">Secondary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+Tests%22">Verbal Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Speaking%22">Public Speaking</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22High+Stakes+Tests%22">High Stakes Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Time+on+Task%22">Time on Task</searchLink><br /><searchLink fieldCode="DE" term="%22Methods%22">Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Serial+Ordering%22">Serial Ordering</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Management%22">Time Management</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Norway%22">Norway</searchLink>
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  Data: 10.1080/0969594X.2025.2563722
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  Data: 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.
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      – Text: English
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        PageCount: 21
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Secondary Schools
        Type: general
      – SubjectFull: Verbal Tests
        Type: general
      – SubjectFull: Public Speaking
        Type: general
      – SubjectFull: Test Validity
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      – SubjectFull: High Stakes Tests
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      – SubjectFull: Time on Task
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      – SubjectFull: Serial Ordering
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      – SubjectFull: Time Management
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      – SubjectFull: Norway
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      – TitleFull: Oral Exams in Four Norwegian Secondary Schools -- Characteristics and Variations in Practice and Possible Threats to Validity and Fairness
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