Karina Dancza¹
I-Ling Yeh¹
1 Singapore Institute of Technology 

This study explored the potential of Interactive Oral Assessments to develop graduate attributes, including critical thinking, professional communication, and collaborative skills, through authentic workplace simulation (Tan et al., 2021). The assessment was designed, implemented and evaluated in occupational therapy using a four-step Model to Build Authentic Assessment (Villarroel et al., 2018). 

The research captured the design, delivery, and evaluation of an Interactive Oral Assessment. Data was collected from 95 students, and six assessors. Qualitative data were analysed to explore faculty and students' experiences during the assessments. 

Findings revealed the Interactive Oral Assessment effectively reflected real-world expectations and promoted deep learning, offering a high-quality learning experience. The assessment was perceived as authentic and helping students gain professional knowledge and skills. 

To implement these assessments effectively, faculty should consider their familiarity with workplace contexts, flexibility in module design, facilitation skills, and support for students. The assessments were integrated into the learning cycle, providing opportunities to practice reasoning, reflection, inquiry, and collaborative skills. Faculty played a critical role in guiding discussions and providing immediate feedback during the assessments. Additionally, strategies like video feedback and peer evaluation were employed to support students' evaluative judgment (Tai et al., 2018). 

Authentic Interactive Oral Assessments hold promise as effective tools to develop critical skills and graduate attributes. 

Based on the study's outcomes, practical suggestions are offered for faculty to self-assess their readiness for implementing Interactive Oral Assessments. The positive outcomes and reflections on real-world expectations highlight the potential of these assessments for enhancing students' learning experiences and better preparing them for their future careers. Further research in this area could explore more extensive implementation and assess the long- term impact of Interactive Oral Assessments on students' overall skill development and career success. 

References (maximum three) 

Tai, J., R. Ajjawi, D. Boud, P. Dawson, and E. Panadero. 2018. Developing Evaluative Judgement: Enabling Students to Make Decisions about the Quality of Work. Higher Education 76 (3): 467–481. doi:10.1007/s10734-017-0220-3. 

Tan, C. P., Howes, D., Tan, R. K. W., & Dancza, K. M. (2021). Developing interactive oral assessments to foster graduate attributes in higher education. Assessment & Evaluation in Higher Education. DOI: 10.1080/02602938.2021.2020722. 

Villarroel, V., Bloxham, S., Bruna, D., Bruna, C., & Herrera-Seda, C. (2018). Authentic assessment: Creating a blueprint for course design. Assessment & Evaluation in Higher Education, 43(5), 840-854. doi:10.1080/02602938.2017.1412396.