[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599203-105":59,"doc-detail-599203-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","enhancing-learning-with-oral-assessment-as-a-culminating-activity-for-faculty-development-oral-assessment-folio-thinking-dialogic-curriculum","Enhancing Learning with Oral Assessment as a Culminating Activity for Faculty Development - Oral Assessment - Folio Thinking - Dialogic Curriculum","","This paper presents an oral assessment activity designed and used as a culminating component in a professional academic development program for faculty participants at St. Georges University. The work explains how the activity supports multiple program certificates focused on strengthening participants’ abilities to design and deliver exceptional student learning experiences. It details implementation processes and highlights three central ideas—oral assessment, folio thinking, and dialogic curriculum—showing how faculty demonstrate program learning outcomes, reflect on practice, and identify next steps for ongoing development.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/enhancing-learning-with-oral-assessment-as-a-culminating-activity-for-faculty-development-oral-assessment-folio-thinking-dialogic-curriculum/599203/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/enhancing-learning-with-oral-assessment-as-a-culminating-activity-for-faculty-development-oral-assessment-folio-thinking-dialogic-curriculum/599203.png","ImageObject",300,407,{"name":92,"@type":93},"kopisore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the culminating role of oral assessment in the faculty development program?","Question",{"text":112,"@type":113},"The paper describes oral assessment as a culminating activity for faculty participants, helping them demonstrate achievement of program learning outcomes and consider next steps for their professional development.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does folio thinking support participants’ self-assessment and feedback?",{"text":117,"@type":113},"Folio thinking involves compiling portfolio materials and reflecting on personal learning, with structured activities that support ongoing self-assessment and peer dialogue for continuous feedback.",{"name":119,"@type":110,"acceptedAnswer":120},"Why is dialogic curriculum considered important for deep learning?",{"text":121,"@type":113},"Dialogic curriculum engages students in discussion and knowledge generation, promoting deep learning because students learn by talking about ideas rather than only listening or memorizing.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599203,1792088339,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":46},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Enhancing Learning with Oral Assessment as a Culminating Activity for Faculty Development  \nDiane J. Salter & Shannon E. Rushe St. Georges University  \nThis paper describes the oral assessment activity we designed and used as a culminating activity for faculty participants in a professional academic development program. The program offers multiple certificates, and the goal of each certificate is to enhance participants’abilities to design and deliver exceptional student learning experiences. We describe the unique nature of the assessment activity and provide details on the process of implementing oral assessment. This process enabledfaculty to demonstrate achievement of the program learning outcomes and consider next steps in theirprofessional development. Three key ideas discussed in this paper are: oral assessment, folio thinking, and dialogic curriculum.  \nDans cet article, nous présentons l’activité d’évaluation orale que nous avons conçue comme le point culminantd’un programme de perfectionnement professionnel universitaire pour les enseignants. Ce programme comprend plusieurs certificats visant chacun à renforcer la capacité des participants à créer des expériences d’apprentissage exceptionnelles pour les étudiants. Nous montrons en quoi l’évaluation orale est unique et nous fournissons des précisions au sujet du processus de mise en œuvre de cette activité. Grâce à l’évaluation, les enseignants ont étéà même de montrer qu’ils avaient atteint les objectifs d’apprentissage du programme et d’envisager la suite deleurperfectionnement professionnel. Voici en somme les trois idées clés dont traite cet article : l’évaluation orale, la pensée organisée sous forme de dossier (folio thinking) et le programme d’étude dialogique.  \nOral Assessment  \nOral assessment has a long history in higher  \neducation and comes in many forms such as inclass presentations, debates, and informal in-class questions with student responses. Oral examinations are commonly used for assessment of medical students in clinical situations (Carney et al, 1986) as well as in masters and doctoral theses dissertations.  \nOral assessment can be beneficial as it aligns well with specific learning outcomes, allows for probing of students’knowledge, allows students to reflect on their work and practice, improves learning, is better suited to some students’ learning styles, allows clarification of the meaning of the question, and helps ensure academic integrity (Joughin, 1998, 2010) . In  \ncomparing student attitudes towards oral and written assessments, many students perceive oral assessmentsas more useful and authentic than written assignments (Huxham et al, 2012) . This research also found that the oral assessments used were a powerful tool to help students establish a personal identity (Huxham et al, 2012) .  \nAn oral assessment activity provides opportunities for formative and summative feedback, both informal and formal, and can be incorporated into in-class activities (from both peers and instructors) and high-stakes, summative assessments. Oral assessment combined with reflection as a student activity has been described as beneficial (Hosein & Roe, 2017; Aronson, (2014); Poldner et al., 2014). However, we were unable to find any reference  \nto the use of oral assessment in faculty development programs. We believe this dialogic, oral assessment isan appropriate way to assess faculty as they build on existing knowledge and try out new ways of thinking about their approaches to teaching.  \nFolio Thinking  \nCompilation of a portfolio of work (such as collected assignments, artwork, other documents), combined with reflection on personal learning, allows students to demonstrate their ability to ‘connect the dots’between elements of a course or program. In our use of this approach, folio thinking was incorporated both inside and outside the classroom using structured activities that required faculty to reflect on their experiences and self-assess their achievem","cbCainlLjiNK33BQ","https://ap.wps.com/l/cbCainlLjiNK33BQ","pdf",164138,"English","# Oral Assessment\n## Benefits and research context\n\n# Folio Thinking\n## Structured reflection and peer feedback\n\n# Dialogic Curriculum\n## Deep learning through participation","[{\"question\":\"What is the culminating role of oral assessment in the faculty development program?\",\"answer\":\"The paper describes oral assessment as a culminating activity for faculty participants, helping them demonstrate achievement of program learning outcomes and consider next steps for their professional development.\"},{\"question\":\"How does folio thinking support participants’ self-assessment and feedback?\",\"answer\":\"Folio thinking involves compiling portfolio materials and reflecting on personal learning, with structured activities that support ongoing self-assessment and peer dialogue for continuous feedback.\"},{\"question\":\"Why is dialogic curriculum considered important for deep learning?\",\"answer\":\"Dialogic curriculum engages students in discussion and knowledge generation, promoting deep learning because students learn by talking about ideas rather than only listening or memorizing.\"}]","Enhancing Learning with Oral Assessment as a Culminating Activity for Faculty Development - Oral Assessment - Folio Thinking - Dialogic Curriculum | PDF"]