Introducing and Developing Familiarity with Viva Voce Assessment
Professor Fabio Aricò Centre for Higher Education Research, Practice, Policy and Scholarship (CHERPPS), University of East Anglia, Norwich, United Kingdom. Twitter: @FabioArico
Viva voce assessment is largely underutilised in higher education in the English-speaking world, but an increasing number of educators around the globe are re-discovering its merits. Threats to academic integrity brought by contract cheating opportunities and generative artificial intelligence are amongst the drivers of this renewed interest. But viva voce assessment can offer much more than acting as an essay replacement. By developing critical thinking and communication skills in different formats, the power of vivas can widen the scope of learning outcomes and foster the employability of our graduates. After all, what could be closer to a job interview?
This masterclass develops practical skills in designing and implementing viva voce assessment tasks, in compliance with quality assurance regulations, as well as being mindful of inclusivity principles. Building on research and evaluation of practice, the masterclass will also highlight how performance-anxiety in oral assessment can be defeated through scaffolding. The session will conclude with consideration about scalability and portability of viva voce assessment across the disciplines.
Biography
Fabio Aricò is a Professor of Higher Education and Economics at the University of East Anglia, and the Director of the Centre for Higher Education Research Practice Policy and Scholarship (CHERPPS). He was awarded a National Teaching Fellowship in 2017. Fabio’s early worked addressed the development student self-efficacy through active learning and self-assessment in large class environments, as well as the measurement of learning gain and confidence gain. Fabio has broad interests in higher education research, policy and practice. He is currently working on projects exploring viva voce assessment, the measurement of educational gain, the impact of technology enhanced learning on students with learning difficulties, as well as the experience of students working part-time over the course of their degree.
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