For educators
Vyvir simplifies evidencing understanding across your cohort. You make the academic judgement.
Structured oral questioning for every learner in your cohort, with the evidence gathered for you and the decision left to you.
The challenge
The problem with marking alone.
Oral questioning is the most reliable way to find out whether a learner understands their work. It is also the first thing to go when you have ninety submissions and a deadline.
Vyvir makes structured questioning something you can run for an entire cohort, not just the three learners you had time for.
What you get
Everything you need, and nothing you did not ask for.
Assessments you control
Set the learning outcomes, the criteria, the topic boundaries, the number of questions and the time allowed. Write your own questions, use generated ones, or mix both.
Questions you can trace
Every question in an assessment is traceable to its source. Nothing appears in a learner’s assessment that you cannot account for.
Evidence that is already organised
Criterion, question, response, evidence, follow-up. Laid out as a clear chain rather than a recording you have to sit through twice.
A decision that stays yours
Vyvir presents evidence indicators. You record the outcome. The platform never awards a grade on your behalf.
Cohorts that make sense
Group your learners the way you actually work. Programme, module, class, cohort, or simply My Learners with two groups in it.
Independence
Work independently or with an institution.
You do not need an institution to use Vyvir.
Set up your own workspace, invite your learners, build your assessments and run them. If you later teach at a college, a university or a training provider, you can associate that same account with them.
One educator, one login, several teaching contexts, kept firmly apart.
Resilience
Sessions that do not punish bad broadband.
A dropped connection, a crashed browser or a flat battery should not cost a learner their attempt.
Vyvir sessions can be recovered, reauthenticated and resumed. Where something cannot be resolved automatically, it comes to you as a technical review rather than an automatic failure.
A technical interruption should not become an academic failure.
Practice
Practice stays separate.
Your learners can practise. They cannot practise their way into knowing the assessment.
Practice is private to the learner and structurally separated from formal assessment. Practice questions and answers never seed the questions a learner faces when it counts.
Practice prepares the learner. It does not prepare the assessment.
Assess understanding, not just output.