What is an Interview?
Interviewing involves the interaction in which an interviewer collects information from students with a sequence of questions and listens for answers. This kind of interaction can be a rich source of information to inform the teacher about how the student understand concepts and use procedures they learned from the course, and provides valuable information and directions for the teacher in modifying the course for improvements.
Although interviews can be conducted over telephone or other forms of media, it is usually done face-to-face. There are two main types: Structured and Unstructured interviews
Structured interviews are composed of a series of well-chosen questions which are designed to elicit a portrait of a student's understanding about a concept or set of related concepts. To explore the topic more deeply, probe questions are commonly used to follow up those pre-planned 'main' questions. These probe questions are usually not formally designed ahead of the interview. Probe questions are usually formed according to the responses and answers given by the interviewee. When the interviewer finds the responses/answers are worthy to be explored more deeply, they would ask their interviewees to elaborate the content further. This approach ensures that interviewer and interviewee have thoroughly finished exploring one topic before moving onto another. Variations of structured interviews include: Instances Interviews, Prediction Interviews, Sorting Interviews, Problem Solving Interviews etc.
(From: Field-test Learning Assessment Guide, Classroom Assessment Techniques Interviews:
Unstructured interviews are used when the interviewer wants to let the interviewee have complete control over the content of the interview. The interviewer usually prepares one or two questions to start off the interview. Only probe questions would then be used for the rest of the interview for further elaboration on a topic.
|Take Time to Set|
|Y||Take Time to Answer|
|Take Time to Correct|
|Take Time to provide Feedback|
|Suitable for Large Class|
|Can substitute with Computers|
|Y||Process Oriented Method|
|Product Oriented Method|
|P = Possibly Y =Yes|
Understanding of concepts of the subject
|Able to give thorough information regarding the topics and concepts concerned; able to connect different pieces of knowledge as a whole||Able to give satisfactory understanding but not complete information regarding the topics and concepts; able to connect different information as few major bodies of knowledge||Showed a basic understanding of information regarding the major topics and concepts; have difficulties in transforming discrete pieces of knowledge as a connected one||Only able to show minimal level of or show no understanding regarding the major topics and concepts; unable to connect the knowledge across different topics|
Ability to apply the knowledge to a range of solve practical problems
|Showed a competent ability to apply the knowledge from the subject into real-life situations; able to effectively find out practical and feasible solutions for the problems under all range of situations; creativity is involved through the process of problem solving||Showed adequate ability to apply the knowledge from the subject into real-life situations; generally able to provide solutions for the problems under most situations; little creativity is demonstrated through the process of problem solving||Showed a basic standard of ability to apply the knowledge into real-life situations; usually able to give solutions for the problems under a few situations; creativity is not shown through the process of problem solving||Failed to apply knowledge into real-life situations; usually have difficulties in finding solutions for the problems; creativity is not observed through the process of problem solving|
Express opinions and experience about the learning process
|Deeply reflected about how the learning process have created positive and significant changes within the student to be a proficient and independent learner; provided solid and valuable insights on how to improve the course for effective learning||Sufficiently reflected how the learning process has created positive changes within the student in developing a good learning attitude; provided generally useful comments on how to improve the course||Expressed a few changes that the course have created within the student to assist his/her learning; provided only a little information on overall improvement of the course||Did not express any reflection or insight regarding the learning experience|
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Chan C.(2009) Assessment: Interview, Assessment Resources@HKU, University of Hong Kong [http://ar.cetl.hku.hk]: Available: Accessed: DATE