The use and effectiveness of oral tests in physics

Abstract

An end of topic written test is a very frequent assessment method used in Physics classrooms. The main aim of this study was to investigate whether students perform better in Physics if they are assessed through an oral test instead of a written one. A sample of 26 Form 4 students (13 boys and 13 girls) from two state schools participated in this study. At the end of the topic ‘Momentum’, the two sets of students were given a written test and successively an oral test which followed the same pattern of the written examination and contained similar (but not the same) questions. Students were allowed a time period of 30 minutes to complete the written test while for the oral exam, which was carried out on an individual basis, students were allowed a period of around 10 minutes. Following the tests, a questionnaire was distributed to every student to investigate their reactions and perceptions on oral examinations. Furthermore, interviews centred on the modes of assessment were held with four Physics teachers and with the relevant Officer at the national examinations organisation within the University of Malta. From this research it was concluded that although both boys and girls performed better when they were assessed orally, they still find themselves more comfortable doing a written test, with 73.1% stating so in the questionnaire.