The supporting evidence for student-centered assessment practices is well-documented in the literature for higher education, but not in the field of occupational therapy (OT) education. There is no agreed-upon best practice for student assessment in OT education from any professional OT governing body, nor is there current OT education research evaluating the relationship between types of assessment methods and their effectiveness. The purpose of the study was to determine OT educators' perceived effectiveness of student assessment methods they used to measure student competency. A correlational design determined the strength of the relationship between these variables. Differences between OT Doctorate (OTD) and Masters of OT (MOT) program educators' perceptions were also examined. The sample (n= 224) consisted of educators in MOT and OTD programs in the United States. All demographic data and variables were collected and measured by the created survey instrument, the Perceived Effectiveness of Student Assessment Methods survey. The results concluded a positive relationship between the type of assessment method and perceived effectiveness. Occupational therapy educators reported using a wide variety of assessment methods but most often used methods they perceived to be less effective. Participants perceived certain assessments to be more effective than others, yet the study concluded that OT educators frequently use assessments not consistent with best practice guidelines. A significant difference in assessment methods used between OTD and MOT program educators was also found. The study results suggest OT educators need more training on what best practice in student assessment is and how to design and implement those assessment methods.