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 Teaching cases Student videos as preparation for oral exams

Student videos as preparation for oral exams

Short description

The lecturer of a large class prepared students for an oral exam. The lecturer recorded themselves presenting on two different hypothetical oral exam topics. The students also recorded three hypothetical exam presentations throughout the semester.

Motivation

The type of examination was changed from a 3-hour written exam to a 20-minute oral exam with no preparation time. This changed how the teacher had to prepare the students for the exam.

Video about the case "Student videos as preparation for oral exams" with Anna Piil Damm

Learning objectives

  • Clarifying the assessment criteria of the exam for the students 

  • Making students practise the exam situation with the assessment criteria in mind 

  • Structuring a presentation for an oral exam

Execution

THE PROCESS

Prior to the semester

  • The lecturer used Soapbox, 2 (NB: Panopto is now used instead) to record themselves as a “student” presenting on hypothetical exam topics. One video showed a presentation that would get average marks and the other showed one that would get top marks. 

  • The videos were uploaded to Blackboard (NB: Brightspace is now used instead) prior to the beginning of the semester.  

During the course

  • Students were divided into study groups and were asked to watch the videos. They then had to record themselves presenting on a hypothetical exam topic three times during the semester.  

  • The video presentations were uploaded to a Blackboard wiki (ed. We recommend using FeedbackFruits), which was only visible to the study group and student instructors.  

  • The lecturer created a rubric, which student instructors and fellow students used to give feedback on the presentations.  

Exam
  • In order to proceed to the actual exam, the students had to pass at least one of the hypothetical exam cases, which was assessed by a student instructor. 

RESSOURCES FOR STUDENTS

SUPPORT FOR STUDENTS

Reflections

Outcomes

  • The students were generally motivated by the assignment to record their own videos. 

  • They structured their presentations on an unknown topic well in the actual exam. They were highly autonomous in the exam situation, as they knew what was expected of them. They often structured their presentations based on the rubrics used in the assignments. 

  • 52% said that they felt motivated to participate in the course because they had to upload their hypothetical exam presentations throughout the semester. 

Advices for other educators

  • It is important that the student instructors familiarise themselves with the rubric, so that they can give qualified feedback and assess the students’ performances.

Basic information

Educator Anna Piil Damm
Faculty and department BSS
Degree programme Economics and Management
Level of study Bachelor
Course/subject Microeconomics analysis of markets, organization and behavior
Number of students 70
Extent Course
Teaching format Classroom teaching, Lecture
How has the case been conducted? Online

Links and materials

Anna Piil Damm

Professor
M
H 2622, 106
P +4587165146

Contact

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Revised 16.01.2024
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Sofie Kathleen Lloyd Thomsen