Abstract
ONE DAY a student asked me a very sobering question: How do you plan to differentiate between interviews? Like many other instructors I have been in a state of euphoria over oral history as a teaching tool. Unfortunately, little thought has been given to standardizing the evaluation of interviews. We have long assumed that because a student interviews a person who experienced the Great Depression, for example, the interview is automatically worth preserving. The question at this point is whether the profession should develop a set of standards by which to evaluate student tapes and typescripts. While I quickly formulated an answer that seemed to satisfy this perceptive student, I was left with an unsettled feeling. As I reflected upon his question, several very important reasons came to mind for developing oral history criteria. First, because it is the instructor's responsibility to ascribe a grade, it goes without saying that he should
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