The viva voce type of assessment has rarely been adopted in UK universities as a regular form of examining students as the preferred method of examining students has historically mostly focused on written work. Viva voce (derived from Medieval Latin) is defined as an examination conducted by speech or assessment in which a student’s response to the assessment task is verbal, in the sense of being expressed or conveyed by speech instead of writing. In universities where viva voce is carried out, a panel of academics asks questions to students in real time. Oral examination can be in alternative to the traditional or online exams. They are authentic and inclusive in nature as they replicate the tasks and performance standards typically faced by professionals in the world of work. The approach ensures integrity as all students’ work is authenticated; this is of extreme relevance nowadays with the rise of Artificial Intelligence Large Language Models. The viva exam must not be considered like a quiz but a discussion drawing upon the student level of understanding and their learning development. The oral exam format enables instructors to test students on all five domains of Bloom’s taxonomy. The viva exam fosters good communication skills, knowledge and confidence, increased motivation to learn and understanding, curtails the use of AI or other forms of poor academic practice, the focus shifts to assessment for learning and places emphasis on skills and attributes as well as specific knowledge. Methods: During the last week of April 2024, we have assessed 126 Year 3 undergraduate students with a viva for their final exam in a Neuroscience module called Behavioural Science. The viva assessment, conducted by two members of staff, lasted 15 minutes for each student. For Quality and Assurance purposes, the Viva questions have been previously approved by our module’s external examiner, who has checked their quality, difficulty, and consistency amongst various questions. We told the students they should feel like having a conversation rather than an exam. Students were allowed to bring in the exam a mind map for each of the assessed topic (e.g., gender differences, human language, altruism, aggression, mental health). A three-hour long online workshop was held previously to further familiarise the students with the viva exam. We expected that the students showed general understanding of the module material; an ability to integrate different approaches in the answers, to integrate material from different parts of the module, to use discipline specific terminology and to critically evaluate different perspectives.

Results of our experience are the following:
1) in terms of positive outcomes there was the perceived appreciation of this new type of exam regardless of performance; friendly atmosphere (e.g., ice breakers, questions on students’ future plans); 10% displayed a high-level performance;
2) in terms of problematic outcomes we discovered a general lack of confidence and of basic knowledge, a problematic level of expression; underlying mental health issues in many students, mostly boys who disclosed us their problems; many students displayed a general lack of ability in following a logical train of thought.

In conclusion, we think that it is essential that universities support students’ oral communication skills as well as their writing skills for the students’ future and to ensure integrity and authenticity in final year exams.

Keywords: Viva voce exam, assessment for learning, exam authenticity.