The significance of assessment in driving learning is undeniable, particularly in oral assessments like viva voce where students express themselves verbally. However, traditional viva voce examinations' challenges include reliability, objectivity, content validity, time constraints, varying question difficulty levels, inconsistency in questioning among students, the influence of the "halo" effect, and issues with the test environment. Thus the study aimed to evaluate the effectiveness of Objective, Integrated, Clustered Examination Software (VOICES) compared to traditional viva voce methods. Using a mixed-method design with 103 students, questions were framed using VOICES software created by the National Informatics Center (NIC), Chhattisgarh State Center, Government of India, and students responded through voice messages. Faculty graded students based on personalized videos created by the app. Then, feedback was given, and a focused group discussion was conducted for the students. Traditional viva voce examinations were conducted as part of internal assessments, and the marks obtained from these assessments were compared to evaluate their effectiveness in comparison to the VOICES app. There was no significant difference in the marks obtained using both methods indicating that viva voce using an oral assessment app is equally effective. Students responded positively to the VOICES method. The formative oral assessment conducted through the use of the VOICES app successfully addresses the challenges typically associated with traditional viva voce examinations. Traditional viva voce examination encounters challenges including reliability, objectivity, content validity, time constraints, varying question difficulty levels, inconsistency in questioning among students, the influence of the "halo" effect, and issues with the test environment. Formative oral assessment conducted through the use of the Objective, Integrated, Clustered Examination Software (VOICES) app developed by the National Informatics Center (NIC) successfully addresses the challenges typically associated with traditional viva voce examinations.
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http://dx.doi.org/10.1152/advan.00078.2024 | DOI Listing |
J Microbiol Biol Educ
December 2024
Division of Clinical Microbiology, Department of Laboratory Medicine, Karolinska Institutet, Stockholm, Sweden.
Many educational institutions transitioned to digital distance-based learning and assessment formats in 2020 due to the severe acute respiratory syndrome-coronavirus 2 (SARS-CoV-2) pandemic. This shift has often been associated with concerns about increased student cheating and heightened stress. In this study, we compared the major course assessment grades of students in a microbiology course delivered through a digital distance-based format, including a take-home examination and a examination during 2020, 2021, and 2022 ( = 127) with those who took the course in a traditional, live, in-person format with an in-class examination in 2019 ( = 45).
View Article and Find Full Text PDFJ Maxillofac Oral Surg
December 2024
Oral & Maxillofacial Surgery, Government Dental College & Hospital, Nagpur, India.
J Nepal Health Res Counc
October 2024
Department of Biochemistry, RUHS College of Medical Sciences, Jaipur, Rajasthan, India.
Background: This study aimed to evaluate perception of medical students regarding online mode of assessments and to compare the academic outcomes of various methodologies adopted for online formative assessments.
Methods: This was a descriptive cross-sectional study. This study was conducted in the department of biochemistry at the constituent medical college of Health University in India and included 150 first year medical undergraduates of either gender.
Adv Physiol Educ
December 2024
Department of Physiology, All India Institute of Medical Sciences, Raipur, Chhattisgarh, India.
The significance of assessment in driving learning is undeniable, particularly in oral assessments like viva voce where students express themselves verbally. However, traditional viva voce examinations' challenges include reliability, objectivity, content validity, time constraints, varying question difficulty levels, inconsistency in questioning among students, the influence of the "halo" effect, and issues with the test environment. Thus the study aimed to evaluate the effectiveness of Objective, Integrated, Clustered Examination Software (VOICES) compared to traditional viva voce methods.
View Article and Find Full Text PDFJ Surg Educ
November 2024
Department of Hepato-Pancreato-Biliary and Transplant Surgery, Singapore General Hospital, Singapore.
Background: Traditional surgical education often lacks targeted preparation for the interactive components of examinations, such as viva voce and objective structured clinical examination (OSCE) assessments. We present our approach and explore the efficacy of a near-peer tutoring program aimed at enhancing final-year students' readiness for such assessments.
Methods: Project SEPFYR (surgical exam prep for final year exam readiness) was conducted within a near-peer tutoring framework and comprised interactive discussions of selected case scenarios focusing on viva voce techniques and OSCE responses.
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