Finding voice and validity

Interactive oral assessment in graduate teacher education

Abstract

In response to the challenges of academic integrity and the rise of generative AI in higher education, this study explores how Interactive Oral Assessment (IOA) can be used alongside traditional written assessments to better evaluate a capstone action research project in graduate teacher education. The study was conducted in the Master of Teaching program at Universiti Brunei Darussalam, where student teachers complete a 12,000-word Research Exercise in their final semester. Conducted in three phases, the study involved two pilot stages to refine the assessment design and support structures, followed by full implementation. This study presents preliminary findings from Phase 3 (full implementation) and survey data from Phase 2 (formative IOA pilot). Across both phases, student teachers reported that the IOA process was engaging and authentic, providing enhanced opportunities for critical reflection and meaningful communication. Initial insights suggest that IOA not only supports student voice but also strengthens the validity of assessment through its alignment with real-world teaching competencies. While further analysis is ongoing, these early results highlight IOA’s potential as an authentic, responsive, and future-focused assessment strategy in teacher preparation.