Preparing for oral assessments changes student study habits toward understanding over memorization¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students changed their study habits when preparing for oral assessments, such as studying in groups, speaking aloud, and focusing on understanding concepts instead of memorizing them. → Fenton 2025

Evidence¶

Fenton 2025¶

Fenton, A. (2025). Reconsidering the Use of Oral Exams and Assessments: An Old Way to Move Into a New Future. Educational Researcher, 54(7), 430-436. https://doi.org/10.3102/0013189X251333638

q2 · i? · review · r2

The review reports, citing Gardner and Giordano (2023), that preparing for oral assessments shifted student study habits toward "study- ing in groups and speaking aloud" and toward conceptual understanding. The review attributes the finding to the cited study; no effect size is printed.

"Gardner and Giordano (2023) found students changed their study habits when preparing for oral assessments, such as study- ing in groups and speaking aloud and focusing on understand- ing the concepts and calculations instead of memorizing them."

Discussion¶

Related Claims¶

• Oral assessments are recommended as a strategy to maintain academic integrity against AI use — related
• LLMs support the shift from memorization-focused to competency-based assessment by generating rubrics, varied assessment items and authentic scenario-based tasks — related
• Application instructions successfully shifted students' reading goals toward application processing, but not memorization goals
• Moving oral assessments online reduced required support staff hours from almost 8 days to 3 days