Viva voce assessments are widely adopted for the appraisal of doctoral dissertation studies, but they appear underused at undergraduate level. In a period of transition from closed-book written examinations to more innovative forms of assessment, I suggest that viva voce examinations represent an authentic and transformative learning opportunity that should be extended to undergraduate students. The argument builds on a case study detailing the successful introduction of ‘evaluative conversations’ within a year two undergraduate module in History of Economic Thought at the University of East Anglia, UK. A preliminary evaluation highlights barriers to and enablers of embedding viva voce sessions within assessment design, concluding with considerations over quality assurance, scaffolding and scalability, as well as plans for future developments.
|Title of host publication||Assessment and Feedback in a Post-Pandemic Era|
|Subtitle of host publication||A Time for Learning and Inclusion|
|Place of Publication||London|
|Number of pages||10|
|Publication status||Published - 8 Jul 2021|