It includes definition, purposes , characteristics, dimensions, advantages, disadvantages and levels of viva voce .

1. viva voce
Submitted To : Submitted By :
Mrs Amninder Kaur Jasleen Kaur
Associate Professor BSc (N) 2nd Year
CON, Malakpur , 47
DMCH, Ludhiana

2. GENERAL
OBJECTIVES
At the end of the class , students
will have the knowledge about
the
VIVA VOCE .

3. SPECIFICOBJECTIVES
 To introduce the topic viva voce .
 To define viva voce .
 To enumerate the purposes of viva voce .
 To discuss the principles of the viva voce .
 To enlist the characteristics of viva voce .
 To converse about the dimensions of the viva voce .
 To illustrate the levels of the viva voce .
 To put forward the advantages and disadvantages .

4. The Viva Voce is the one of the form of Oral Examination .
 Now , What is ORAL EXAMINITION ?
ORAL EXAMINITION : It is a face to face
question answer activity between
the examiner and the examinee .
 The various forms of Oral Examination are as follows :
oInterview
oViva Voce
oQuiz Content
oPanel Discussions

5. INTRODUCTION
VIVA VOCE is a Latin
phrase meaning
“WITH LIVING VOICE” .
Sometimes also
called ‘VIVA VOICE’ .

6. DEFINITION
VIVA VOCE is an examination which consists of a
dialogue between examiner and a examinee(
student )where the examiner asks question and
examinee replies .
(The examiner may ask short open questions ,
multiple choice questions , or a series of other type
of questions not necessarily related to each other .)

7. Purposes
 To asses student’s ability to communicate with another person .
 To supplement the information obtained through other evaluation
techniques .
 To identify and analyse the student’s presence of mind .
 To diagnose the student’s limitations and weakness and take
remedial action .
 To probe into student’s insight that directs and focuses on student’s
skill in appreciating and critically analysing a topic .
 To evaluate students cognitive , affective and psychomotor abilities .

8. PRINCIPLES OF
VIVA VOCE

9. The viva should not be limited to a single topic but
should cover a wide range of different issues to avoid
the results of the viva being skewed by selecting a
topic which the candidate can answer exceptionally
well or about which he /she knows nothing of .
 All questions should be strictly relevant to the
purpose of the viva .
 Do not use long preambles to questions . Examiner
should talk as little as possible during the viva .
 The chair of the examiners must remain in charge of
the session and must deal appropriately with any
problem candidate or different situation .

10. Contd
 Viva voce examinations should not normally exceed 30
minutes .
 When the last question is being asked , allow the student
to complete his / her answer and end the session
formally .
 Candidates should be examined individually .
 Candidates should be given adequate notice of the
possibility of being called to attend a viva , and this
should normally not be less than 24 hours .

11. CHARACTERISTICS
 It takes place on a fixed occasion .
 Examiners should prepare questions on varying degrees of difficulty
, prior to the examination .
 Adequate and equal duration of time should be given to each
student .
 Examiners should score the students independently according to the
predetermined scheme .
 The questions asked should be in par with the level of the students ,
with educational objectives and relevant to the subject being
examined .
 The examiner should maximum try to reduce the level of subjectivity
while examining the students .

12. DIMENSIONS
OF THE VIVA
VOICE

13. LEVELS OF THE VIVA
VOCE

14. LEVELS
Recallof Facts
Interpretationof Data
ProblemSolving

15. ADVANTAGES
 The examiner has direct contact with the candidates to asses their
communication , presentation skills and overall impression .
 It helps the examiner to evaluate on the spot and judge the strengths
and weaknesses of each student .
 It provides flexibility to assess the student’s strengths and weakness
once the teacher starts asking questions from simpler to more difficult
questions .
 It provides good excuse and opportunity to examiner to clarify answer
from students immediately .

16.  It provides an opportunity for simultaneous assessment by
internal and external examiners , thus enhancing objectivity in
rating .
 It provides an opportunity for the examiner to get feedback on
the performance of the students and the university .
 The examiner gets immediate reactions and responses .
 It is highly complemented with practical examination and
assessment .
 It is valuable in those situations where the objective is to see how
student will conduct himself and herself before a group of people
.
 It saves a lot of the expenses involved in written tests or
examinations .

17. DISADVANTAGES
 It is costly in terms of professional time and in relation to the
limited value of the information it provides .
 There is lack of standardisation as regards level of difficulty
due to no set test conduction .
 There is lack of objectivity and reproducibility of results as
the student answers the question asked by the examiner ,
judges the quality and gives the score without any
explainable tool .
 There are rarely any clear guidelines about what is fair to
judge at a viva .

18.  It permits favouritism and possible personal bias due to
halo effect .
 It suffers from indue influence of irrelevant facts .
 There is shortage of trained examiners to conduct oral
examinations .
 An external teacher is called upon from a different stations
and the expenses are met by the institute / university .

19. SUMMARIZATION
 Definition of oral examination and its types
 Introduction of VIVA VOCE
 Definition
 Purposes
 Principles
 Characteristics
 Dimension of viva voce
 Levels of viva voce
 Advantages
 Disadvantages

21. Assignment
Significance of viva
voce in nursing .

22. RECAPTUALISATION
VIVA VOCE is one of the form of _____________
examination .
Ans : Oral examination
What is the meaning of viva voce in Latin ?
Ans : With Living Voice
The levels of viva voce are ?
Ans : Recall of Facts
Interpretation of Data
Problem Solving

23. BIBLIOGRAPHY
 Sharma Suresh Kumar . Communication and Educational Technology .
2nd Edition . New Delhi : Elsevier Publications ; 2017. Page 382 to 383 .
 Basavanthappa BT . Nursing Education . 2nd Edition . New Delhi : Jaypee
Brothers Medical Publications ; 2009 . Page no 669 .
 Sudha R . Nursing Education , Principles And Concepts . 1st Edition . New
Delhi : Jaypee Brother’s Medical Publications ;2013 . Page no 185 .
 Vati Jogindra . Communication And Education Technology For Nurses .
1st Edition . Hyderabad : Universities Press(INDIA) Private Limited
Publishers ; 2018 . Page no 486 to 490 .