The use of oral assessments: our experience of “Individual Evaluative Conversations”

This case study explores the implementation of Individual Evaluative Conversations (IECs) as a form of oral assessment in a final-year economics module at the University of Birmingham. In response to challenges posed by generative AI and concerns over academic integrity, IECs were introduced to assess students’ applied reasoning, communication skills, and depth of understanding in a controlled, authentic setting. Conducted with a cohort of approximately 90 students, the 15-minute oral assessments involved randomly selected questions, a right to veto, and follow-up prompts designed to enhance student performance. Extensive scaffolding, including practice seminars and peer-led mock sessions, supported student preparation. The study highlights the pedagogical benefits of IECs, including increased student engagement, meaningful feedback, and development of employability skills. Practical considerations such as scheduling, moderation, and accommodations for diverse learners are discussed, alongside reflections on bias mitigation and assessment validity. The findings suggest that IECs are a feasible and effective alternative to traditional exams, particularly in modules emphasizing critical thinking and communication.