Evaluating the Implementation of Oral Examination (OREX) as an Alternative Assessment Method in Higher Learning Institutions

Abstract

The COVID-19 pandemic necessitated rapid shifts in higher education assessment practice, leading institutions like The Open University of Tanzania (OUT) to adopt Online Remote Oral Examinations (OREX) as an alternative evaluation method (Iglesias-Pradas et al., 2021). This study examines the implementation of OREX during the 2019/2020 academic year, where examiners and students engaged in real-time, interactive oral assessments via digital platforms. This modality showed potential for upholding academic integrity while adapting to remote learning constraints (Smith & Lee, 2020). Focusing on OUT’s experience, the paper evaluates OREX’s effectiveness in maintaining academic standards, credibility, and reliability, particularly in mitigating risks of academic dishonesty a key concern in online assessments (Nguyen et al., 2022). The study details the preparatory measures undertaken, including examiner and student training, technical setup, and procedural adjustments to ensure seamless execution. Findings indicate that despite initial challenges such as internet instability and digital literacy gaps (UNESCO, 2020), OREX provided a viable, flexible, and competency-based assessment approach, aligning with global trends in diversified evaluation methods (MoEST, 2021). The research suggests that OREX, initially a pandemic contingency, holds potential for long-term integration into higher education assessment frameworks. By combining interactive rigor with logistical adaptability, OREX could expand the toolkit for evaluating student learning outcomes beyond traditional written exams. This study contributes to the growing discourse on sustainable remote assessment models in African distance learning contexts, offering empirical insights for policymakers and educators.