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Assessment & Evaluation in Higher Education Volume 37, 2012 - Issue 3
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Articles

English as an additional language (EAL) viva voce: the EAL doctoral oral examination experience

Susan Carter Centre for Academic Development, University of Auckland, Student Learning Centre, Level 3, Information Commons Building, PB 92019, Auckland 1142, New ZealandCorrespondence[email protected]
Pages 273-284 | Published online: 15 Feb 2011

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Read on this site (8)

V. Kumar, A. Kaur & L. J. Sanderson. (2024) PhD orals from the convenors’ perspective: implications for academics and candidates. International Journal for Academic Development 29:1, pages 62-74.
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Amrita Kaur, Vijay Kumar & Mohammad Noman. (2023) The Viability of Doctoral Thesis and Oral Exams in Student’s Native Language. Journal of Language, Identity & Education 0:0, pages 1-12.
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Sarah Carr & Suzanne Sun. (2022) Ensuring accuracy and quality for oral examinations in translation. Assessment & Evaluation in Higher Education 47:6, pages 830-842.
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Vijay Kumar, Lara J. Sanderson & Amrita Kaur. (2021) Investigating the role of convenors in the PhD viva. Assessment & Evaluation in Higher Education 46:7, pages 1080-1091.
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Vijay Kumar & Lara J. Sanderson. (2020) The effects of acknowledgements in doctoral theses on examiners. Innovations in Education and Teaching International 57:3, pages 285-295.
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Allyson Holbrook, Sid Bourke, Hedy Fairbairn & Terence Lovat. (2014) The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education 39:6, pages 983-1000.
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Susan Carter. (2014) The methodology of magpies. International Journal of Research & Method in Education 37:2, pages 125-136.
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Zoe Stephenson, Amy Jackson & Victoria Wilkes. Student experiences of the ‘closed-door’ PhD and doctorate level viva voce: a systematic review of the literature. Assessment & Evaluation in Higher Education 0:0, pages 1-15.
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Articles from other publishers (8)

Bridget Henderson, Lucy Chipchase, Robyn Aitken & Lucy K. Lewis. (2022) Consensus marking as a grading method for the development of evaluative judgement: Comparing assessor and students. Nurse Education in Practice 63, pages 103386.
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Eva O. L. Lantsoght. (2022) Effectiveness of Doctoral Defense Preparation Methods. Education Sciences 12:7, pages 473.
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Adam Nir & Ronit Bogler. (2021) International examiners’ participation of the Viva: a ritual or an actual indicator of research quality?. Quality Assurance in Education 29:2/3, pages 183-197.
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Eva O. L. Lantsoght. (2021) Students’ Perceptions of Doctoral Defense Formats. Education Sciences 11:9, pages 519.
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Eva O. L. Lantsoght. (2021) Students’ Perceptions of Doctoral Defense in Relation to Sociodemographic Characteristics. Education Sciences 11:9, pages 463.
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Bridget Henderson, Robyn Aitken, Lucy K. Lewis & Lucy Chipchase. (2021) Postgraduate nursing students' perceptions of consensus marking with online oral vivas: A qualitative study. Nurse Education Today 101, pages 104881.
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Riitta Turjamaa, Marja-Anneli Hynynen, Irma Mikkonen & Eeva-Riitta Ylinen. (2018) Dialogic oral exam in nursing education: A qualitative study of nursing students' perceptions. Nurse Education in Practice 29, pages 53-58.
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Yenna Salamonson, Lauren Metcalfe, Evan Alexandrou, Antoinette H. Cotton, Stephen Mcnally, Jeff Murphy & Steven A. Frost. (2016) Measuring final-year nursing students' satisfaction with the viva assessment. Nurse Education in Practice 16:1, pages 91-96.
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