Evaluating Oral Exams in Large Undergraduate Engineering Courses

While studies have shown that oral exams are a valuable method of assessment, their use has been limited due to concerns about scalability, examiner bias and student anxiety. This paper presents preliminary results on incorporating oral exams into two large undergraduate engineering courses, examining the potential viability of these assessment strategies. This work was done when the courses were offered remotely due to COVID-19, but the results offer valuable insights that could carry over to in-person instruction as well.