Can Oral Grades Predict Final Examination Scores? Case Study in a Higher Education Military Academy

Abstract

This paper investigates the correlation between oral grades and final written examination grades in a higher education military academy. A quantitative, correlational methodology utilizing linear regression analysis is employed. The data consist of undergraduate telecommunications and electronics engineering students’ grades in two courses offered during the fourth year of studies, and spans six academic years. Course One covers period 2017–2022, while Course Two, period 1 spans 2014–2018 and period 2 spans 2019–2022. In Course One oral grades are obtained by means of a midterm exam. In Course Two period 1, 30% of the oral grade comes from homework assignments and lab exercises, while the remaining 70% comes from a midterm exam. In Course Two period 2, oral grades are the result of various alternative assessment activities. In all cases, the final grade results from a traditional written examination given at the end of the semester. Correlation and predictive models between oral and final grades were examined. The results of the analysis demonstrated that, (a) under certain conditions, oral grades based more or less on midterm exams can be good predictors of final examination scores; (b) oral grades obtained through alternative assessment activities cannot predict final examination scores.