Activity 8.

6 Developing Oral Examination Questions

Jillian Brimigion

1. After reading the section “Assessing Via Oral Examinations,” select a learning target

or cluster of learning targets that is suited to assessment via oral examination.

a. Knowledge, Reasoning, Product

2. Determine whether you will use the information generated from the examination

formatively or summatively.

a. Information will be assessed summativley.

3. Create an assessment blueprint using one of the forms explained in Chapter 4 (or a

version of one of them).

1st Grade Unit: Alligators and Crocodiles

Cognitive Standard: Maryland Grade 1 English Language Arts

 CCSS 1 W 2.a Name a topic.

 CCSS 1 W 2.b Supply some facts about the topic.

Learning Target Type Problem # Sample Size
draw an alligator or Knowledge 1 9 Students

crocodile and copy

the labels
retell in American Knowledge 2 9 Students

Sign Language at

least one fact they

learned from the

video about.

demonstrate in Reasoning 3 9 Students

1
 American Sign

Language at least

two facts from the

text and place them

in a category (can,

are, or have)
write at least one Product 4 9 Students

sentence about

alligators and

crocodiles on their

whiteboard

4. Use the assessment development guidelines from Chapters 5, 6, and/or 7 to create

questions and/or prompts for your oral examination. Which chapter’s information you

use is determined by the kind of learning target(s) you will be assessing. If the oral

examination will include answers that go beyond the range of right or wrong, also

develop a scoring checklist or rubric as described in Chapters 6 and 7.

a. Can you draw an alligator and tell me which body parts you know?

b. What is one fact you know about alligators or crocodiles?

c. What do alligators have?

d. What can alligators do?

e. Alligators are….?

f. Can you write and sign one sentence about alligators or crocodiles?

2
5. Determine how you will record your judgments of student achievement. Plan for how

you will share the results with students.

a. Observations of student’s responses will be recorded through anecdotal notes.

Grades will be assigned based on pass or fail. Could the student meet the goal or

not?

6. Keep track of any problems you noticed with the assessment itself, problems students

had in responding, or problems with recording and communicating results.

a. Assessing students’ skills is always difficult online because of environmental

distractions

b. Could be beneficial if assessments were done one on one vs. in a whole class

group.

7. What worked well? What would you revise for future use?

a. Repeat the same assessment but one on one to see difference in performance.