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Eğitim Bilimleri Araştırmaları Dergisi

Perspective - (2024) Volume 14, Issue 1

Unlocking the Potential of Viva: Revolutionizing Academic Assessments

Adam Clark*
*Correspondence: Adam Clark, Department of Educational Sciences, Georgia University, United States,

Author info »


In the realm of academia, assessments are fundamental in gauging students’ understanding and mastery of subjects. Traditional methods, such as exams and essays, have long been the norm. However, as technology advances and educational paradigms evolve, new approaches are continuously being explored. One such innovative method gaining traction is the viva voce examination, commonly known as “viva.” This oral examination format offers a dynamic and interactive way to assess students’ knowledge, critical thinking skills, and ability to articulate their ideas. Viva, derived from the Latin phrase meaning “with living voice,” is an oral examination where students engage in a dialogue with examiners to discuss their understanding of a particular subject matter.


Unlike written exams, viva allows for real-time interaction, providing examiners with insights beyond what can be gleaned from written responses alone. It offers a platform for students to demonstrate their depth of knowledge, analytical abilities, and communication skills. One of the primary advantages of viva examinations is their ability to assess a wide range of skills that may not be adequately evaluated through traditional written assessments. By engaging in a conversation with examiners, students can demonstrate their ability to think critically, apply theoretical concepts to real-world scenarios, and defend their viewpoints. This interactive format fosters a deeper understanding of the subject matter and encourages students to think on their feet, enhancing their problem-solving skills. Furthermore, viva examinations offer a more personalized assessment experience. Each viva is tailored to the individual student, allowing examiners to delve into specific areas of strength or weakness. This targeted approach ensures that the assessment accurately reflects the student’s level of comprehension and provides constructive feedback for improvement. Another benefit of viva examinations is their potential to reduce academic dishonesty. Unlike traditional exams, where students may resort to cheating or plagiarism, viva requires students to demonstrate their understanding in real-time, leaving little room for dishonest practices. This promotes academic integrity and ensures that assessment results are a true reflection of the student’s capabilities. While viva examinations offer numerous benefits, they also present certain challenges. One such challenge is the subjective nature of assessment. Since viva relies heavily on examiners’ judgment, there may be inconsistencies in grading across different examiners or panels. To address this issue, it is essential to establish clear assessment criteria and provide training for examiners to ensure consistency and fairness. Additionally, viva examinations can be time-consuming and resource-intensive, particularly when conducted for large cohorts of students. Proper planning and allocation of resources are necessary to streamline the examination process and minimize logistical challenges. In conclusion, viva examinations represent a paradigm shift in academic assessments, offering a dynamic and interactive approach to evaluating students’ knowledge and skills.


By engaging in dialogue with examiners, students can demonstrate their understanding, critical thinking abilities, and communication skills in real-time. While viva examinations present certain challenges, the benefits they offer in terms of personalized assessment, academic integrity, and skill development outweigh these concerns. As educators continue to explore innovative assessment methods, viva examinations stand out as a promising tool for unlocking the full potential of students in the present century academic landscape.

Author Info

Adam Clark*
Department of Educational Sciences, Georgia University, United States

Received: 28-Feb-2024, Manuscript No. JESR-24-131830; , Pre QC No. JESR-24-131830(PQ); Editor assigned: 01-Mar-2024, Pre QC No. JESR-24-131830(PQ); Reviewed: 15-Mar-2024, QC No. JESR-24-131830; Revised: 20-Mar-2024, Manuscript No. JESR-24-131830(R); Published: 27-Mar-2024, DOI: 10.22521/JESR.2023.14.1.08

Copyright: © 2024 Adam Clark. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.