Teachers’ questions during non-standardised oral exams – construct, assessed domain, and possible implications for validity

Non-standardised oral exams are used in many educational contexts; however, little is known about the differences in how non-standardised oral exams are conducted and how variations in practices affect the exams’ validity. To provide insight into this topic, the current study investigates the questions teachers pose during non-standardised oral exams and discusses how teachers’ questioning may have implications for the exams’ validity. The study is based on 36 video-recorded authentic oral exams