Students’ Perceptions of the Value and Challenges of Oral Assessment in an Undergraduate Occupational Therapy Programme

Document Type (Journals)

Original Research

Abstract

Oral assessments are used in undergraduate occupational therapy programs to facilitate students’ ability to articulate their professional reasoning in relation to a case scenario. Oral assessments are seen by assessors/lecturers as crucial preparation for fieldwork placement. Oral assessments are known to provoke anxiety among students. The aim of this research was to explore students’ perspectives of the value and challenges of the oral assessment. The method was qualitative and focus groups and individual interviews were used to collect data. Thematic analysis of the transcripts was conducted using a semantic approach. Four themes emerged as a result of the data analysis: the value of the oral assessment, experiencing and managing anxiety, preparation for oral assessments, and the relationship between assessor and student matters. Students recognized the value of oral assessments in terms of preparation for fieldwork, development of communication skills, and building confidence. Oral assessments were inherently stressful for the students. Stressors included: being questioned, the impact of anxiety on cognitive processing, and the fear of failure. Anxiety was managed using breathing techniques, positive self-talk, and professional presentation at the oral assessment. Preparation strategies included a variety of in class exercises and outside the classroom students engaged in recording themselves and practicing by explaining concepts to a novice. Data analysis revealed the relationship between the student and the assessor in the oral assessment mattered and that the interactions during the oral assessment had a significant impact on the student.

Biography

Alexa Andrew (NZROT, MOccTher) is Senior Lecturer in the School of Occupational Therapy at Otago Polytechnic, has been an educator for the past 25 years and has a Master’s degree in Occupational Therapy. She is passionate about pastoral care and enabling student success. Her clinical experience involved working with older people in a variety of settings.

Rachel Sayers is a Registered Nurse (MHealSci, GDTE) and is a Principal Lecturer and Programme Leader, Bachelor of Nursing programme, School of Nursing, Otago Polytechnic. Rachel has worked clinically in paediatric and neonatal areas and previously worked in research with the Department of Women’s and Children’s Health, Dunedin School of Medicine.

Kristy Richards (NZROT, BOccTher Hons, NZCATT) has been a Senior Lecturer in the School of Occupational Therapy, Otago Polytechnic since 2022. Her practice speciality is paediatric practice with a particular interest in school-based practice. She has worked in schools, private practice and teaching clinics.

Declaration of Interest

The authors report no declarations of interest.

Recommended Citation

Andrew, A. M., Sayers, R., & Richards, K. (2026). Students’ Perceptions of the Value and Challenges of Oral Assessment in an Undergraduate Occupational Therapy Programme. Journal of Occupational Therapy Education, 10 (4). Retrieved from https://encompass.eku.edu/jote/vol10/iss4/10