Oral exams as theological conversation

DOI: 10.1111/teth.12406 IN THE CLASSROOM TEACHING TACTICS Describe a successful classroom teaching tactic that could be replicated by other instructors. Oral exams as theological conversation Kent Eilers Huntington University The context: I use this exam strategy at the end of a two semester theology cycle with upper‐level undergraduate students majoring in ministry, missions, and theology. The pedagogical purpose: The oral exam evaluates content mastery. Its design also fosters learning by deepening comprehension, sharpening theological skills, and – unique to this format – creating novel teaching opportunities through conversation. These objectives are mirrored in the following learning outcomes. (1) Demonstrate and deepen understanding of selected topics in Christian theology. This requires drawing together course content and verbally articulating one's understanding (skill: concise synthesis). (2) Demonstrate and deepen the ability to imaginatively and fittingly apply understanding to environments and situations outside the classroom. This requires deliberating about how one's understanding will direct appropriate, apt participation in faith communities, culture, and world (skill: creative transference). Description of the Strategy: FORMAT: The exam consists of four questions, stretches forty‐five minutes, and is conducted one‐on‐one. The setting is my office, but students may choose other venues. The most common is a walk around campus (think of St. Anselm and Boso). Students may also use creative means to organize, remember, and then frame their prepared responses: drawing on a chalk board, painting on a canvas, or even playing a piano. PREPARATION: Students are given two weeks to prepare responses (group preparation encouraged). Each question has an objective and subjective part: the objective requires demonstrating mastery of course content, and the subjective part invites deliberation about appropriate transference. We typically complete two questions. EVALUATION: Evaluation is based on their performance of three competencies: mastery of content, clarity, and creativity. As they articulate their prepared responses and respond to my follow‐up questions, I award points based on the accuracy and depth of understanding, creativity in fitting transference, and the clarity of presentation. I distribute my rubric in advance. Why it is effective: (1) The exam is a learning opportunity replete with unexpected, poignant teaching moments: inaccuracies to correct, misunderstandings to re‐direct, creative insights to affirm and build upon, and fresh possibilities to explore. It is what a written exam can never be: theological conversation. (2) Verbalizing compels comprehension and concision. It is one thing to understand, but it is quite another to concisely verbalize understanding. (3) Finally, individualized presentation invites self‐discovery. Students discover fresh vehicles for self‐expression. How to cite this article: Eilers K. Oral exams as theological conversation. Teach Theol Relig. 2017;20:342. https://doi.org/10.1111/teth.12406 342 © 2017 John Wiley & Sons Ltd wileyonlinelibrary.com/journal/teth Teach Theol Relig. 2017;20:342.