As students often ask for a viva assessment in philosophy, we set out to answer three questions:
I. Would there be a sizable uptake of viva assessment if it were offered?
II. Would students perform roughly as well as they did in other modes of assessment?
III. Would students find the experience educationally satisfying?
It turns out there was not a sizable uptake and there was no significant statistical difference in performance between modes of assessment. Finally, students did find the experience educationally satisfying. In this paper we reflect on these results, reflect on the limitations of our study, and conclude with some suggestions for future work. This paper would be particularly useful for anyone within the Arts and Humanities who are considering introducing assessed oral presentations into their course.