COMPETENCIES FOR CONVERSATION
Heather Symonds
HEA Social Science Innovative Assessment
Cardiff June 2013
I CAN WRITE ESSAYS BUT IT IS LIKE WALKING
AGAINST THE WIND’. WHY DO I HAVE TO KEEP
DOING THIS WHEN IT JUST PROVES THAT I A...
VIVA VOCE- LIVING VOICE
Learning Outcomes
• Mapping across to orality
• Rubric of assessment
• Exemplars
http://www.arts.a...
THE LIVING VOICE
• http://ualresearchonline.arts.ac.uk/536/
• Kontas, Costas (2006) A critical analysis of Keiji
Haino. Ot...
VARIETY OF ASSESMENT
Vocational
Varied
Vibrant
•BA Sound Arts Design
•BA Fine Art
•BA Fashion
•BA Graphic Design
•FdA Phot...
‘KEIJO HAINO’ ‘YINKO SHONIBARE’
KONTOS- LCC TEIXEIRA- BYAM
SHAW
Dissertations or VIVA VOCE VIVA VOCE VIVA VOCE VIVA VOCE
V...
•Contents of the Viva Guide (Symonds 2006)
•
•What is a viva?
•Who will be present at the viva?
•Why are dyslexic students...
• Symonds,H. (2010) Competencies for
conversation: Assessment In inclusive
education in: The international Journal of
Dive...
The combination of professional
knowledge and current thinking is
demonstrated through dialogue
and professional portfolio...
Subject specific content -not
a chat-collated evidence
which informs the orality
Professional competence has been defined as embracing the domains
of integration of knowledge and skills, context of care,...
Competencies for conversation: Presentation By Heather Symonds, University of the Arts London
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Competencies for conversation: Presentation By Heather Symonds, University of the Arts London

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Heather Symonds (London College of Communication, University of the Arts London) discusses the use of oral assessment particularly in relation to issues of diversity and inclusivity. This presentation was part of the HEA-funded project “Innovation in the Assessment of Social Science Research Methods in UK HEIs”. The project was led by Luke Sloan, Cardiff University.

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Competencies for conversation: Presentation By Heather Symonds, University of the Arts London

  1. 1. COMPETENCIES FOR CONVERSATION Heather Symonds HEA Social Science Innovative Assessment Cardiff June 2013
  2. 2. I CAN WRITE ESSAYS BUT IT IS LIKE WALKING AGAINST THE WIND’. WHY DO I HAVE TO KEEP DOING THIS WHEN IT JUST PROVES THAT I AM DYSLEXIC? Student panellist presentation – RMIT/La Trobe (2007) Doing It Better
  3. 3. VIVA VOCE- LIVING VOICE Learning Outcomes • Mapping across to orality • Rubric of assessment • Exemplars http://www.arts.ac.uk/itrdu/podcasts/acco m_assess_01.mp3
  4. 4. THE LIVING VOICE • http://ualresearchonline.arts.ac.uk/536/ • Kontas, Costas (2006) A critical analysis of Keiji Haino. Other thesis, London College of Communication, University of the Arts London. WritingPAD Goldsmiths 2005 Discourse on assessment
  5. 5. VARIETY OF ASSESMENT Vocational Varied Vibrant •BA Sound Arts Design •BA Fine Art •BA Fashion •BA Graphic Design •FdA Photojournalism
  6. 6. ‘KEIJO HAINO’ ‘YINKO SHONIBARE’ KONTOS- LCC TEIXEIRA- BYAM SHAW Dissertations or VIVA VOCE VIVA VOCE VIVA VOCE VIVA VOCE VIVA VOCE VIVA VOCE VIVA VOCE VIVA VOCE VIVA VOCE
  7. 7. •Contents of the Viva Guide (Symonds 2006) • •What is a viva? •Who will be present at the viva? •Why are dyslexic students allowed to undertake a viva? •Suitability of a viva and consent •Process of a viva •Consent form exemplar •Liaison with Study Support staff- structure •Performance Assessment •Narration versus analysis •Building Blocks to a viva •References extract from Viva Voce Guide UAL©
  8. 8. • Symonds,H. (2010) Competencies for conversation: Assessment In inclusive education in: The international Journal of Diversity in Organizations, Communities and Nations, Vol.10.No.3 Chicago Illinois • Symonds, H. (2009) Teaching, Learning and Assessment: It’s Not Like You Think, In: Pollak, D. (ed) Neurodiversity in Higher Education (London) Wiley • • Symonds, H. Introducing oral assessment within creative practice: ‘I can write but it's like walking against the wind’ Journal of Creative Writing Vol.1 Issue 3 pp: 227- 236- 2009 Symonds, H (2006) ‘Structured vivas as accommodated assessment for dyslexic students’ University of the Arts, Teaching and Learning Report 2005/06. Available from: http://ualresearchonline.arts.ac.uk/516/1/devt_heathersymonds1.pdf. [Accessed: 02.05.2010] WritingPAD Writing Purposefully in Art & Design. www.writing- pad.ac.uk
  9. 9. The combination of professional knowledge and current thinking is demonstrated through dialogue and professional portfolio The combination of professional knowledge and current thinking is demonstrated through orality; conversation and dialogue, supportedThe combination of professional knowledge and current thinking is demonstrated through orality; conversation and dialogue, supported
  10. 10. Subject specific content -not a chat-collated evidence which informs the orality
  11. 11. Professional competence has been defined as embracing the domains of integration of knowledge and skills, context of care, information management, teamwork, health systems, and teacher-patient relationships, pedagogic reasoning and judgement, time management and learning strategies. (Thilakaratne, R. 2006). Matisse- The conversation ‘Ground Rules’

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