Vivas can and do work (by vivas I mean what the OED says they are,
i.e.,'oral examinations').

If the purpose of the examination is to test the student's subject
knowledge and, in the individual instance it is fairer to the student to
use a viva than a written paper, it should not be too onerous a task for
an HEI to make this reasonable adjustment.

Academic standards are not undermined if, as Iain suggests, the same
questions are asked as are on the written paper, no prompts (additional
questions are put to the student) and the answer is recorded.  This
allows for a transcription to be made and avoids the risk of relying
upon impressions.  

A disadvantage for the student may be that, unlike a written answer, an
oral response cannot be checked over before the 'paper' is submitted for
marking. However, I have supported a few students with disabilities who
say they have preferred vivas to written papers.  

Surely though the main consideration here must be individual cases,
rather than generalizations about the rightness or wrongness of the
method itself.  So forget the coffin nails, not least because in Latin
the term (viva voce) means 'with the living voice'. 

Lloyd Richardson, Learning Support Co-ordinator Bishop Grosseteste
College, Lincoln 



-----Original Message-----
From: Discussion list for disabled students and their support staff.
[mailto:[log in to unmask]] On Behalf Of Iain Hood
Sent: 15 April 2005 16:37
To: [log in to unmask]
Subject: Re: Vivas

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
> 72 Great Portland Street
> London W1W 7UW
> Tel/Minicom:(020) 7915 5456
> Fax: (020)7911 5162
>
> This e-mail and its attachments are intended for the above named
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> them, other than to notify the error by replying to the sender.
>

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