Abstract:

Oral final examinations remain an underused yet pedagogically valuable form of assessment in higher education. This paper presents findings from a two-year empirical study conducted at an Icelandic public university, exploring how undergraduate students experience oral exams in terms of stress, perceived fairness, and learning outcomes. The study responds to growing international interest in authentic, interactive, and inclusive assessment formats that move beyond traditional written exams and better reflect students’ actual understanding and communication skills.

Using a mixed-methods design, quantitative survey data were collected from two cohorts of business students, complemented by qualitative reflections on their experiences with oral assessment. The analysis focused on three key dimensions: emotional response and anxiety, perceptions of fairness and structure, and perceived learning benefits. Factors such as gender, prior experience, and self-reported anxiety were also examined to understand individual differences in students’ experiences and preferences.

Results show that oral assessment can promote deeper learning, conceptual understanding, and reflection, while reducing surface-level memorization often associated with written exams. Students noted that the dialogic nature of the oral exams, combined with opportunities for clarification and responsive questioning, deepened engagement and enhanced the learning experience, particularly for distance learners. However, the format also raised concerns about performance pressure and consistency in evaluation, underscoring the need for transparency, examiner calibration, and supportive scaffolding. Interestingly, average course grades increased significantly after the introduction of oral finals compared to previous years using written exams, suggesting potential positive effects on engagement and achievement.

The study concludes that oral assessment, when designed with clear criteria and pedagogical support, can serve as a rigorous, equitable, and authentic complement to traditional exams. It offers practical recommendations for educators and institutions interested in implementing interactive oral assessments (IOAs) to promote inclusion, feedback-based learning, and the development of 21st-century skills. The paper contributes to current debates on assessment reform by demonstrating how oral exams can bridge academic rigor with authenticity and inclusivity in higher education.

Keywords:

Assessment methods, oral exams, higher education, student experience, pedagogy.