The Need for Oracy in the Age of AI
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In this session, Cathy Jones an Assessment Development Specialist from the United Kingdom will explore the growing need to develop students’ oracy skills, particularly in the context of the digital age, where artificial intelligence (AI) is reshaping how we communicate, create, and learn.
Oracy can be defined as the ability to articulate ideas, develop understanding, and engage with others through speaking, listening, and communication. The benefits of developing oracy skills are clear – students who are effective communicators are better equipped to succeed in both their academic and professional lives.
However, the promotion of oracy across education at all levels remains uneven. In an era of deep fakes, fake news, and AI-generated content, Higher Education faces a growing challenge with the undetectable use of generative AI for coursework and assessments. This complicates the process of assessing students’ authentic abilities and academic integrity.
One possible solution is to complement written assessments with a stronger emphasis on spoken assessments. By requiring students to verbally express their ideas and defend them in real time, we can better gauge their ability to think critically, reason effectively, and engage in meaningful dialogue.
To prepare students for these evolving demands, high-stakes academic admissions tests should not only assess written skills but also evaluate spoken communicative ability and enable interactional competence in academic scenarios. Fostering a broader range of oracy skills – such as verbal reasoning, critical thinking, and effective argumentation – is essential and can help cultivate social, cultural, and leadership skills that are vital for integration and active participation in diverse communities.
Presenter: Cathy Jones
Cathy Jones is an Assessment Development Specialist at LANGUAGECERT. She has worked in the field of assessment for over twenty years with expertise in developing multi-level language curricula, tests and teaching materials for international organisations and governments.
Cathy is particularly interested in the transformative potential of assessment and in examining the impact of high-stakes English language assessment on teaching and learning and student outcomes. She holds a BA in French and History of Art from University College London.
