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The oral exam is an opportunity for you to demonstrate
your knowledge, your presentation/speaking skills, as well as your ability
to communicate. They can also be good practice for job interviews!
The exam can be formal, or informal, but you should consider all exams
formal exchanges in order to make a good impression. For both types,
you must listen carefully to the question, and answer directly.
Formal exams follow a list of questions in a
prepared format. The criteria for evaluation is usually set
in a right/wrong format, and can be competitive. For this type of
exam, if you wish to add "related" or qualified
information, ask permission first as a courtesy.
Informal exams are more open, your responses are
usually longer, and evaluations can be more subjective. Answers
are often less exact (right/wrong), and value is added for problem
solving analysis and method, as well as interpersonal communication and
presentation.
There are three components to a successful oral exam:
Preparation
Ask your teacher what will be on the exam.
Study. If you do not study, you will not do well.
See the Guide "Test
Preparation" in this web site.
See the Guide "Anticipating
Test Content" in this web site
Write out questions you expect to be asked, then
Discuss answering techniques with people in the field or who have
had the test
Practice answering with classmates
Practice in a similar setting, in front of a mirror, to evaluate your
"manner"
Verify the date, time and location; confirm these
with your instructor
If you use computing, projection, or media systems,
practice with the equipment the day before, and verify an hour or so
before the test if possible.
The Exam
Look and act professional! Create a good impression.
Dress well and appropriately, turn off cell phones and pagers;
Arrive at the location early to collect yourself and
check out the situation, but wait until your scheduled time to keep the
appointment.
This is a time for relaxed focus, not cramming or review.
The exam begins the minute you walk in:
Introduce yourself immediately
Give the instructor all of your attention; look interested and smile!
Keep good posture and eye contact;
If there are distractions (noise outside, etc,) you may mention your
distraction and/or nervousness.
Stay focused through the interview.
Be an intelligent listener as well as talker.
Do not ramble if you do not know an answer.
State directly that you do not know the answer but ask if you could
outline how you would find the answer, solve the problem, or the method
you would employ.
Maintain your self-confidence and composure
if you feel the interview is not going well. The interviewer may be
testing you.
Answer questions with more than "yes" or
"no".
Stress the positive and not the negative.
Use two or three key points or examples to demonstrate your knowledge
Watch for signs that the test is over
(i.e., the interviewer looks at the clock, moves the chair back, or
completes a set of questions)
Ask if there is anything you could answer that would
add to your evaluation
Thank the instructor
Follow-up
Summarize your performance; where you did well or
poorly
Keep a written record
Note how you could do better for the next time
Note if there was a significant "event"
during the interview
If you have questions or comments on either the
material or your performance, do not hesitate to speak with the
instructor. Do not challenge the teacher, but seek to understand
your performance.
If you have concerns about an inappropriate
evaluation after raising concerns with your teacher, discuss them with
that department's, or your school's, academic counseling center or a
higher authority.
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The Study Guides and Strategies web site was created and is
maintained by Joe
Landsberger,
academic web site developer at the University
of St. Thomas (UST), St. Paul, Minnesota. It is collaboratively
maintained across institutional and national boundaries, and last revised
September 04, 2002 .
Permission is granted to freely copy, adapt, print,
transmit, and distribute
Study Guides in settings that benefit learners. On the WWW, however, please link
rather than put up your own page since pages are frequently modified and
improved in consideration of educational research. No request to link is
necessary. Additional contributions and translations are warmly
received.
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