1. Viva voce as an assessment method in undergraduate legal education Christopher Hull

2. Definitions and Context Viva voce – ‘with the living voice’, ‘an oral examination’ Not the norm in legal education Introduced in 2011 – European Law, Employment Law and Tort Law – Weighting 30-100%, Duration 15-30mins

3. Rationale for Authentic assessment Probe knowledge Promotes a deep approach to learning Student learning styles Academic integrity

4. Concerns with Anxiety Impairments Anonymity Bias Time consuming Novelty Recording

5. Considerations Assessment design Practicalities Reliability Equity Marking Guidance to students Preparing students

6. Questionnaire 24 questions, Likert scale Response rate 33% (18/54) Male 9 / Female 9 Age 11(18-21), 5(22-25), 2(26-29) Feedback: – Explanation and understanding: 83% agree – Appropriate time to prepare: 94% agree – Had to prepare more: 39% agree, 39% disagree – Deeper learning: 72% agree, 6% disagree – Take in notes: 56% agree, 28% disagree – Viva over written: 61% agree, 6% disagree – Viva over other oral: 39% agree, 22% disagree – Learnt a transferable skill: 83% agree, 6% disagree

7. Conclusions Assessment design and guidance/practise are key Significant change in operation Promotes a deeper approach to learning and develops additional skills A viable alternative to written work Email: christopher.hull@stmarys.ac.ukchristopher.hull@stmarys.ac.uk Tel: 020 8240 4236