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.
Website overview: Since 1996 the
Study Guides and Strategies web site
has been researched, authored, maintained and supported by
Joe Landsberger
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