Using oral exams in physics and astronomy courses

Historically, oral exams were common across academia, though their popularity has recently declined. Because they are vulnerable to bias and subjectivity, difficult to administer, and impractical in large college classes, many advocate against their use in assessment. I present a method for administering oral examinations in upper-level undergraduate courses that mitigates some of the disadvantages. This method creates a rigid question structure that assesses student mastery of material, has a well-defined grading structure to standardize evaluation, and can be administered under time constraints to reduce workload. I emphasize holistic verbal communication and evaluation that mirrors the talks and interviews that are common throughout a scientist's career.