In Economics, an oral examination could be designed to assess students’ ability to articulate economic concepts, analyse real-world scenarios, and defend their reasoning—skills central to the subject but not fully captured in written papers. Here’s how it might look:
Structure and Timing:
Similar to the English proposal, the oral exam could be worth 20% of the total grade and take place in 5th year, spreading the assessment load. It might last 10-15 minutes per student, conducted by an external examiner from the State Examinations Commission (SEC) to ensure consistency, much like the oral exams in language subjects.
Content Focus:
The exam could center on key areas of the Economics syllabus, such as microeconomics (e.g., supply and demand, market structures), macroeconomics (e.g., inflation, unemployment, fiscal policy), or applied economics (e.g., Ireland’s trade policies or the impact of EU membership). A likely approach would be to tie it to a specific task, like a case study or research project completed in class. For example, students might prepare a short analysis of a current economic issue—like the cost-of-living crisis or green energy subsidies—and discuss it orally.
Format:
- Prepared Element: Students could present a brief (e.g., 5-minute) explanation of their chosen or assigned topic, demonstrating their understanding of economic theory and data interpretation.
- Q&A Segment: The examiner might then ask follow-up questions to probe deeper, testing critical thinking and the ability to apply theory to new scenarios (e.g., “How might a rise in interest rates affect this market?” or “What are the trade-offs of this government policy?”).
This mirrors the comparative study focus in English, adapted to Economics’ emphasis on analysis and evaluation.
Skills Assessed:
- Communication: Explaining complex ideas (like elasticity or GDP) clearly and concisely.
- Application: Linking theory to real-world examples, a core skill in Economics.
- Critical Thinking: Defending arguments or responding to counterpoints, showing depth beyond rote learning.
These align with the syllabus goals of fostering analytical and evaluative skills, which are harder to assess in timed essays alone.
Preparation:
Teachers could integrate oral practice into 5th-year lessons—think class debates on economic policies or presentations on market trends. Students might submit a topic outline in advance (e.g., by December of 5th year), with the exam held around (but not during) Easter, following the precedent of language orals.
Practical Considerations:
- Standardisation: The SEC would likely provide rubrics, ensuring fairness across schools. Topics could be drawn from a prescribed list or tied to the syllabus’s core themes to avoid disparities.
- Equity: Recording exams (as sometimes done in languages) could allow for moderation, addressing concerns about subjective grading. Supports for students with anxiety or special needs—like extra time or a familiar teacher present—would be key, as they are in current oral assessments.
- Workload: Pairing this with a project (e.g., a written report worth another 20%) could balance the 40% AAC, avoiding over-reliance on one method while still reducing June exam pressure.
Potential Benefits and Challenges:
Benefits:
- It would reward students who excel verbally but struggle with written exams, broadening access to high grades.
- Real-world relevance: Economists often present findings orally (e.g., in policy briefings), so this builds practical skills.
- Less cramming: Assessing earlier in 5th year encourages steady learning over memorizing for June.
Challenges:
- Logistics: Training examiners and scheduling across schools could strain resources, especially if Economics’ oral component rolls out nationwide later.
- Subject Fit: Economics relies heavily on data and diagrams (e.g., supply-demand curves), which are trickier to assess orally—examiners might need to allow visuals or adapt questions.
- Student Comfort: Some might find public speaking daunting compared to English, where narrative skills feel more intuitive.
Comparison to English:
Unlike English’s focus on literature and personal response, Economics would lean on logical reasoning and evidence-based arguments. Where English might ask, “How do these texts explore identity?” Economics could ask, “How does this policy impact unemployment?” The oral format would still diversify assessment, but its flavor would be distinctly analytical, fitting the subject’s nature.
This is speculative, as Economics’ revised specification isn’t yet finalised (Business hits in 2025, so Economics might follow soon after). Still, the Senior Cycle vision—less exam pressure, more skill variety—suggests this direction.