Implementing Interactive Oral Assessment in Criminal Justice Subjects: Reporting on Student Experiences of Novel Assessment Items

Abstract

A number of key challenges impact on contemporary assessment design and practice in the tertiary education sector. This study explores the implementation of interactive oral assessment in two criminal justice subjects at an Australian university. The assessment is a scenario based one on one conversation between student and marker, designed to assess students authentically. Students were surveyed on their experience of this novel assessment item. Key themes derived from the data include assessment design and appropriateness, academic skill development, academic integrity, authenticity and professional practice, stress and preparation; and, challenges and concerns. The study found that interactive orals are an engaging means to rigorously assess students on practice-based scenarios and may help to enhance criminal justice employability skills.