Enhancing Ethical Decision-Making with Interactive Oral Assessments

As an educator, I’m always on the lookout for innovative teaching methods that can enhance student engagement and learning outcomes. Recently, I proposed the integration of debates in my business ethics course to foster critical thinking and ethical reasoning. Thanks to some insightful feedback, I discovered that this approach aligns perfectly with the principles of interactive oral assessments. It turns out, this is quite a lively topic!

Interactive oral assessments, which include activities like debates, presentations, and discussions, have been shown to enhance critical thinking, encourage deep engagement with material, and develop essential skills such as public speaking and ethical decision-making. In this post, I’ll share my findings on this topic and present a revised assessment plan for my course on ethical decision-making in sustainable business practices.

The Benefits of Interactive Oral Assessments

Interactive oral assessments are incredibly effective in developing critical thinking and ethical reasoning among students. They involve real-time verbal communication and can take various forms, including debates, presentations, and discussions. According to the University of Sydney, these assessments dispel several myths, such as the notion that they are too difficult to manage or unsuitable for large classes. They provide structured guidelines and rubrics to ensure clarity and fairness in evaluation. Similarly, Griffith University offers a comprehensive resource page that supports the implementation of interactive oral assessments, providing practical tips and examples for educators.

One of the major benefits of these assessments is their relevance to business ethics education. They simulate real-world scenarios where ethical decision-making and negotiation skills are crucial. This approach not only helps students apply ethical theories to practical situations but also develops their soft skills, such as persuasion and negotiation, which are essential for responsible business professionalism.

Insights from Recent Research

Heron et al. (2022) highlight the importance of academic oracy in fostering inclusive education and enhancing students’ academic literacies. They suggest that integrating oral assessments can promote equity and engage students from diverse backgrounds. This is crucial in business education, where understanding multiple perspectives is vital for ethical reasoning and decision-making.

Ward et al. (2023) provide case studies from various disciplines, demonstrating the wide applicability of interactive oral assessments. They emphasize the role of a Community of Practice (CoP) in developing and supporting these assessments. Using real-life scenarios and developing detailed rubrics are recommended practices to ensure the effectiveness of these assessments.

Nallaya et al. (2024) confirm that well-designed oral assessments are valid and reliable, reduce academic misconduct, and enhance student engagement. They advocate for designing assessments with clear rubrics, training assessors for consistent evaluations, and scaffolding assessments to build student confidence.

How to Get Started with Interactive Oral Assessments
If you’re considering incorporating interactive oral assessments into your teaching, here are some tips to get you started:

1. Start Small:
   • Incorporate brief oral presentations or debates into existing modules.
   • Use low-stakes environments initially to build student confidence.
2. Clear Rubrics:
   • Develop detailed rubrics to ensure consistent and fair assessment.
   • Include criteria for argumentation, ethical reasoning, and public speaking skills.
3. Peer Feedback:
   • Encourage peer reviews to provide additional perspectives and constructive criticism.
   • Use structured feedback forms to guide peer reviews.
4. Training and Support:
   • Provide resources and workshops to help students prepare for oral assessments.
   • Offer practice sessions to alleviate anxiety and improve performance.
5. Reflective Practices:
   • Incorporate reflective exercises post-assessment to reinforce learning and self-awareness.
   • Encourage students to reflect on their performance and identify areas for improvement.

Proposed Lesson Plan: Ethical Decision-Making in Sustainable Business Practices
To illustrate how interactive oral assessments can be integrated into a business ethics course, here’s a lesson plan I developed for MGMT5050 – Responsible Business Professionalism.

Course Learning Outcomes (CLOs):

1. Recognise the interconnectedness of the economic, political, ecological, and social spheres of human activity.
2. Apply ethical and sustainability frameworks to contemporary business problems.
3. Describe how the business world can contribute to the Sustainable Development Goals (SDGs).
4. Critically appraise your own values, practices, and role as a potential agent of positive change.
5. Identify the key features of corporate social and environmental responsibility.
6. Develop skills relevant for responsible business professionalism.

Assessment:  Debate on Ethical Dilemmas in Sustainable Business Practices

Scenario: A multinational corporation is considering relocating its manufacturing operations to a developing country to reduce costs. This decision could lead to significant financial savings but raises concerns about environmental impact, labour conditions, and community displacement.

Steps:

1. Preparation (30 minutes):
   • Research: Students will research the scenario, focusing on the ethical implications and sustainability impacts. They should gather data, facts, and theoretical perspectives to support their arguments.
   • Team Roles: Divide the class into two teams: one supporting the relocation (pro-relocation) and one opposing it (anti-relocation). Within each team, assign roles such as lead debater, researcher, rebuttal coordinator, and summariser.
2. Debate Structure (40 minutes):
   • Opening Statements: Each team presents their initial arguments (5 minutes per team).
   • Rebuttals: Each team responds to the opposing team’s arguments (3 minutes per team).
   • Open Discussion: Teams engage in a moderated discussion, asking questions and challenging each other’s points (20 minutes).
   • Closing Statements: Each team summarises their arguments and makes a final appeal (2 minutes per team).
3. Reflection (20 minutes):
   • Individual Reflection: After the debate, students will write a brief reflection on what they learned about the ethical dimensions of sustainable business practices and how the exercise impacted their understanding of business ethics and sustainability.

Assessment Rubric

References

1. University of Sydney. (2024). Five myths about interactive oral assessments and how to get started. Link
2. Griffith University. Interactive Oral Assessment Resource Page. Link
3. Heron, M., et al. (2022). Scoping academic oracy in higher education: knotting together forgotten connections to equity and academic literacies. Higher Education Research & Development, 42(1), pp. 62–77. DOI: 10.1080/07294360.2022.2048635
4. Ward, M., et al. (2023). Interactive Oral Assessment Case Studies: An Innovative, Academically Rigorous, Authentic Assessment Approach. Innovations in Education and Teaching International. DOI: 10.1080/14703297.2023.2251967
5. Nallaya, S., et al. (2024). The validity, reliability, academic integrity and integration of oral assessments in higher education: A systematic review. Issues in Educational Research, 34(2), pp. 629-646. Link