The Theoretical Foundation of Socratic Tests: Dynamic, Multimodal, Conversational Examinations
Traditional static assessments rely on a subtractive, deficit-based grading model that often penalizes ambition and obscures diagnostic feedback. Conversely, traditional face-to-face oral examinations introduce severe construct-irrelevant variance by exacerbating performative anxiety and the sociological power imbalances inherent to academic hierarchies. This paper presents the theoretical…
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