This contribution describes a teaching pilot of the School of Law at Utrecht University, in which students had to record a podcast as a final assessment in two courses. This way of assessing students seems to have potential, because presenting without visual support is a skill that is rarely practiced and assessed, even though it belongs to the standard skill set of most lawyers. The authors position podcasting as a form of assessment within the literature on the subject. They also discuss how the podcast as a form of assessment fits into the idea of constructive alignment. Finally, they share their experiences and those of students.