Assessing Knowledge in Dialogue

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Assessing Knowledge in Dialogue

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dc.contributor.author Tackney, Charles T.
dc.contributor.author Strömgren, Ole
dc.contributor.author Sato, Toyoko
dc.date.accessioned 2009-09-16
dc.date.accessioned 2009-09-16T10:13:06Z
dc.date.available 2009-09-16T10:13:06Z
dc.date.issued 2009-09-16T10:13:06Z
dc.identifier.uri http://hdl.handle.net/10398/7920
dc.description.abstract We report a local or regional undergraduate examination form – the synopsis-based oral examination (S-BOE), as it is deployed in both large and small international management education programs at a Scandinavian business school. The S-BOE format is designed to assess student cognitive achievement in light of specified learning objectives through a focused presentation and dialogue involving an examiner and qualified censor, the latter being formally present to ensure process fairness for both examiner and student. It affords the examiner and censor the opportunity to explore student cognitive skills over the known range: unistructural > multistructural > relational > extended abstract (Biggs, J. 1999). Individuals as well as student project groups may be assessed using this approach. Administrative costs do not significantly exceed that of other course assessment formats: written reports or in-class group examinations. There are also interesting learning efficiencies; practitioner experience, reflection, and dialogue with students suggest that all students experience this examination format as a learning experience in itself, over a range of course-related knowledge issues and interpersonal skilling. Exemplary students manifest “dramatic knowledge” in those instances when they creatively display a comprehensive, reflective, and reflexive understanding of course material in presentation and subsequent intersubjective dialogue. The authors discuss important features of this undergraduate examination format that remain largely overlooked and under-appreciated in terms that regionally and locally contextualize international accreditation standards and process. At a time when economic, efficiency, and standardization concerns increasingly pressure educational institutions to adopt testing methods that are psychologically “distant” in respect to the instructor-student relationship, the synopsis-based oral examination is an interesting alternative suitable for small as well as large academic programs. en_US
dc.format.extent 34 s. en_US
dc.language eng en_US
dc.relation.ispartofseries Working Paper;2009-03
dc.title Assessing Knowledge in Dialogue en_US
dc.type wp en_US
dc.accessionstatus modt09sep16 nijemo en_US
dc.contributor.corporation Copenhagen Business School. CBS en_US
dc.contributor.department Institut for Interkulturel Kommunikation og Ledelse en_US
dc.contributor.departmentshort IKL en_US
dc.contributor.departmentuk Department of Intercultural Communication and Management en_US
dc.contributor.departmentukshort IKL en_US
dc.idnumber x656597495 en_US
dc.publisher.year 2009 en_US
dc.title.subtitle Undergraduate Synopsis-based Oral Examinations at a Scandinavian Business School en_US


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