Students in your department undertake an MSc which involves writing a 20 000 word dissertation. In addition, students are required to deliver an oral presentation about their research project to an audience of academic staff and their peers and  then undertake an oral (viva voce) exam involving the supervisor and an external examiner.

How might inclusive assessment design be used to make the presentation and the viva fair for a student with auditory memory and processing speed weaknesses?

Compare your ideas to this suggested approach:

Compare your ideas to this suggested approach

  • Give the student the option to make a full or partial video presentation or the traditional option of giving it in person. The video option will be played back with the student present.
  • After the presentation or video the audience or viva panel is given a short amount of time to write down initial questions.
  • Either the student or the viva panel leave to allow the student an extended time for reading and formulating responses.
  • In the case of a presentation, the audience will obviously remain and could be shown a short follow-up related video to pass the extra time.
  • The student or viva panel returns for the answers to the written questions.
    • Any follow up questions are dealt with by the student on the spot or the option is given for a later e-mail response.


    Could this alternative choice be given to all students?

    Developed by David Mooney, Disability Advisory Service.