- Universities worldwide are adopting Interactive Oral Assessments (IOs) as a human-focused alternative to written and prerecorded assessments, which are increasingly vulnerable to AI-generated or impersonated content.
- IOs are scenario-based, spontaneous professional-style discussions that assess reasoning, adaptability, and problem-solving, with potential for responsible AI integration.
- By fostering applied skills, confidence, and career readiness, IOs prepare students for AI-driven industries while protecting academic integrity.
Artificial intelligence is transforming higher education assessment processes at an increasingly rapid pace, posing new challenges to academic integrity. The increasing use of written and prerecorded assessments has rendered them more susceptible to impersonation and the submission of AI-generated fake content. Interactive oral assessments (IOs), pioneered in 2015, are arising as a viable, human-focused alternative that is currently being utilized in more than 30 Australasian, European, and Southeast Asian universities.
IOs differ from the typical oral examinations, presentations, or scripted Q&A sessions. IOs are formal, scenario-based discussions meant to simulate actual workplace professional environments. In these spontaneous conversations, students must use knowledge to arrive at conclusions, solve problems, and think critically in the moment.
The format invites students to explain their reasoning, adjust to updated information, and engage in actual reasoning, simulating professional encounters like client consultations or ethical assessments. In contrast to traditional oral exams, which tend to adhere to strict, pre-set formats, IOs require flexibility and the skills to construct upon developing dialogue.
This customized and interactive aspect does not allow students to outsource assignments or solely depend on AI-generated answers. Rather than staying clear of AI, IOs can responsibly integrate it students might be asked to critique AI work or use it in context so that educators can assess both the end product and the thinking process itself. This brings assessment in line with the principle of 'determining whether learning has taken place', going beyond dependence on ineffective AI detection algorithms.
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The strategy not only protects integrity but also enhances applied skills. In business ethics, for example, students may consult for a hypothetical company dealing with a difficult ethical problem. In software engineering, rather than a programming exam, they may engage in an architectural design review, justifying their scalability or security decisions to a mock client. These exercises develop professional communication, flexibility, and problem-solving skills employers appreciate.
IOs stretch and connect student learning, building confidence, career readiness, and the capacity to apply academic knowledge to the workplace setting. Placing them throughout programmes, universities can more effectively prepare graduates to meet AI-driven industries, with assessments that are authentic and aligned. The final development stage in the series will discuss how to scale IOs while maintaining their uniqueness and integrity.
