Oral exams in introductory statistics class with non-native English speakers

TL;DR

This paper discusses the implementation of oral exams in an introductory statistics course for non-native English speakers, highlighting their effectiveness in assessing statistical understanding independently of language proficiency.

Contribution

It provides practical insights and recommendations for administering oral exams to non-native speakers, emphasizing their validity in measuring statistical knowledge.

Findings

Little correlation between English proficiency and exam performance

Oral exams effectively assess statistical understanding regardless of language skills

Recommendations for practitioners on implementing oral exams in similar contexts

Abstract

Oral exams are a powerful tool to assess student's learning. This is particularly important in introductory statistics classes where students struggle to grasp various topics like the interpretation of probability, $p$-values and more. The challenge of acquiring conceptual understanding is only heightened when students are learning in a second language. In this paper, I share my experience administering oral exams to an introductory statistics class of non-native English speakers at a Japanese university. I explain the context of the university and course, before detailing the exam. Of particular interest is the relationship between exam performance and English proficiency. The results showed little relationship between the two, meaning the exam seemed to truly test student's statistical knowledge rather than their English ability. I close with encouragements and recommendations for practitioners hoping to implement similar oral exams, focusing on the unique difficulties faced by students not learning in their mother tongue.