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ABSTRACT An analysis of the literature on oral assessment in higher education has identified six dimensions of oral assessment: primary content type; interaction; authenticity; structure; examiners and orality. These dimensions lead to a clearer understanding of the nature of oral assessment, a clearer differentiation of the various forms within this type, a better capacity to describe and analyse these forms, and a better understanding of how the various dimensions of oral assessment may interact with other elements of teaching and learning.
Gordon Joughin (Tue,) studied this question.