Interactive oral assessments demonstrate potential to develop graduate attributes such as critical thinking, professional communication and collaborative skills in students through authentic simulation of workplace scenarios. This study captured the design, delivery and evaluation of interactive oral assessments across three programmes -- occupational therapy, nursing and air transport management -- in one university. A four-step Model to Build Authentic Assessment was used to design the assessments. Quantitative and qualitative data collected from 158 students, five assessors and three module leaders were analysed for a basic evaluation of the fidelity of interactive oral assessment implementation across different contexts and to explore the experiences of faculty and students undertaking the assessments. Fidelity was considered in terms of: (i) whether students could express their individualised responses, (ii) if they perceived the assessment to be authentic, and (iii) if it helped them gain professional knowledge and skills. In all the developed assessments, each of the three aspects were somewhat evident, evident or clearly evident. Qualitative findings suggested the interactive oral assessments reflected real-world expectations, promoted deep learning and offered a quality learning experience. From these results, practical suggestions for how faculty can self-assess their readiness for implementing interactive oral assessments are offered.