Abstract
Background
Students enter university from diverse backgrounds and the transition to adult learning and interpretation of assessment tasks is demanding (Broughan & Hunt, 2012). VIVA-style assessments simulate supervisory dialogue and real-world clinical justification, strengthening students’ readiness for contemporary practice environments (Paterson et al., 2017). They also align with competency standards prioritising professional communication and reflective competence. While VIVAs have existed across later years of the UniSC Occupational Therapy (OT) program, 2025 marks the first year they are scaffolded from first to fourth year with an intentional focus on constructive alignment between learning outcomes, assessment tasks, and graduate competencies (Biggs & Tang, 2011).
Through collaborative curriculum design, moderation, and reflective team dialogue, VIVA assessments have been aligned across all year levels. Continuous quality review informs refinement.
We anticipate that students will demonstrate staged growth in communication clarity, clinical reasoning, and reflective depth. Feedback indicates strong appreciation for the authenticity and psychologically safe structure of VIVAs. The format is also proving to reduce reliance/ risk of use of generative AI, supporting academic integrity and aligns with the UniSC Assessment Health checks.
Intentional scaffolding of VIVAs supports practice-ready OT graduates and progressive reflective skill development. Ongoing student and staff feedback and reflections will inform continued refinement.
References
Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (4th ed.). McGraw-Hill/Open University Press.
Broughan, C. & Hunt, L. (2012). Inclusive Teaching. In Hunt, L. & Chalmers, D. (Ed.), University Teaching in Focus (pp. 182-198). ACER Press.
Paterson, J., Paterson, J., & Jackson, D. (2017). Enhancing clinical communication through VIVA assessment. Nurse Education Today, 50, 1–6.