RESUMO
Assessment is an essential part of any curriculum, including that of dentistry. Assessment of knowledge is currently done through examination and thus examination is an inherent part. Examination and assessment of knowledge is done so as to promote the students to the next level. Currently, two types of methods are used for the assessment and performance of students, subjective and objective. Recently objective methods are preferred over 24 subjective methods. Student’s performance can be accessed via relevant feedback. During summative examinations at the end of course, the assessment now has been supplemented by the formative ones. The skill assessment is subjective in nature as well as lacks possibility for direct assessment of the presentation of skills by the evaluator. METHODS50 students from I BDS class, were selected randomly. These students were subjected to conventional OSVV in the subject of dental anatomy and dental histology. The viva voce was taken using predesigned templates having 10 questions with various difficulty levels - easy, difficult and very difficult. The questions were from must know, desirable to know as well as nice to know areas. Same students were subjected to modified OSVV with prior consent and after IEC clearance was obtained. The scores were obtained from the students after viva voce with modified templates and modified difficulty levels. The study was done during second PCT as well as preliminary examinations. The scores were compared. RESULTSThere were 5 students who scored high in modified OSVV pattern during formative (II PCT) and 6 students who scored high during summative (preliminary) examinations. There was no significant difference in the mean scores between the two methods. CONCLUSIONSStudents who scored high marks when subjected to the modified OSVV were rapid learners and modified pattern of OSVV can be useful to improve the score of students.