Going back to your original point, Katy, I would clarify the idea of
'academic standards' as learning outcomes leading to assessment criteria
(I'm not sure if this is what you meant). I would also define 'viva' in the
way I usually think of it: a dialogue on the subject (the subject matter
usually being a student's undergrad or postgrad dissertation or thesis, for
the purpose of authentication of that work: I assume you are using the idea
of a viva slightly differently, in what I would term 'oral examination').
It may be that the learning outcomes lead to assessment criteria that would
make an alteration to a viva difficult or impossible. So, in practical
terms, what the student may actually be seeking is not the ability to speak
the answer, but a series of prompts as the examiner asked (additional)
questions.
Now, it may be that this would not have an impact on the learning outcomes
or assessment criteria, but I can imagine that in many instances this could
be so. To avoid assessment criteria being affected the oral version of an
exam which would match the written version would consist of the examiner
asking a question as it was written down, allowing the student to talk at
length the answer (as appropriate) and then moving on to the next written
question. The point is, this is starting to look like an amanuensis
arrangement, mostly because that should have been the answer in the first
place.
The final nail in the coffin for vivas (I don't think I would ever recommend
one, but never say never) is that the ephemeral nature of talk means that a
process of appeal is made difficult. Better that a record of the student's
answer exists if, at a later date, they want a grade reviewed or have some
other complaint. Again, a scribed record of the answer would, I believe,
suit better for this and other reasons (for example, so that the tutor can
soberly contemplate the answer, you know, as they do, rather than making
snap judgments during the viva or later judgments based on ill-remembered
impressions).
All in all, vivas? Nah.
Please forgive me if my assumptions are actually misinterpretations.
Welcome to the weekend.
Iain
Iain Hood
Senior Student Adviser, Learning Support
Student Support Services
APU
East Road
Cambridge
CB1 1PT
01223 363271 ex 2316
[log in to unmask]
----- Original Message -----
From: "Katy Mann" <[log in to unmask]>
To: <[log in to unmask]>
Sent: Monday, April 11, 2005 3:39 PM
Subject: Vivas
> Does anyone have any information/guidelines on the general
> principles of offering a student a Viva as an alternative to special
> exam arrangements? We have a Law student who has major
> difficulties doing exams even with special exam arrangements in
> place and so are looking at this as an alternative. However, there is
> concern that academic standards are maintained.
>
> I would be grateful if anyone has any guidelines they can share.
>
> Many Thanks
>
> Katy
>
>
>
>
>
>
> ------- End of forwarded message -------Katy Mann
> Disability Adviser, West End
> University of Westminster
> CCPD
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> Fax: (020)7911 5162
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