Abstract
Oral exams have been growing in popularity as an assessment tool in part due to the disruptive rise of
generative artificial intelligence. As a result, there has been a growing body of literature examining
assessment tasks. To date, this body of literature has focused on student perspectives and outcomes,
leaving those who administer the exam, unexplored. Therefore, this study examines the tutor
perspectives of oral exams, using the case of a marketing unit in an Australian university that recently
introduced an oral assessment. Two focus groups were conducted with six tutors and their inputs were
analysed using thematic analysis. Despite the new oral exam assessment representing a change, with
potentially high logistical demands, the tutors felt the assessment was beneficial, suggesting it
remained in the unit, and thought it was easier and faster to mark. While some tutors were hesitant
and anxious when the oral assessment task was introduced, the support provided by the unit
coordinator was key to relieving their concerns. The study addresses the knowledge concerning tutor
perspectives of oral exams and adds to the conversations surrounding changing assessments in the era
of artificial intelligence.