Veterinary students at the University of Bristol learn to perform a clinical examination of cattle throughpractical classes in years 3 and 4, cases experienced during clinical rotations and extra-mural studies (EMS),with supporting resources such as an online video. Part of the assessment for final year students is a series ofDirectly Observed Procedural Skills (DOPS), these allow valid assessment of key practical skills, feasible in theclinical environment. Focus groups were used to explore students’ perceptions of DOPS for assessing theirability to perform a clinical examination of a cow and the impact on their learning of this Royal College ofVeterinary Surgeons (RCVS) day one competency. The results of thematic analysis identified three key areas:the students’ experience of prior learning; their experiences of the DOPS assessment; and the perceivedimpact of the DOPS assessment on their learning. Students perceived DOPS assessments to be beneficial totheir learning of this skill; building on their experiences during EMS. Consideration of student perceptionsmay be useful in guiding those providing experience in the field as well as those using these assessments inveterinary education.