Measuring Ability Through a V aried Assessment Menu

1. Measuring Ability Through a Varied Assessment Menu Lyn westcott Associate professor & academic lead occupational therapy

2. This session will consider … • Influences on developing the assessment menu • Links between assessment and practice • Viva voce to assess clinical / professional • reasoning

3. Influences on assessment menu • Scope of practice: includes health – social care – 3rd sector – prisons – health promotion – schools • sole practitioner, qualification for all areas of entry practice • Valuing different learning styles & innovative approaches to practice • Expectations of professional working and CPD as part of LLL • College of Occupational Therapists Education Standards (2009) • HCPC Standards of Education (2012a) • College of Occupational Therapists Curriculum Guidance (2008) • HCPC Standards of Proficiency for Occupational Therapy (2012b) • H • Spiral curriculum design to develop integrated knowledge base and skills (Westcott et al. 2010)

4. Links between assessment & practice 1

5. Links between assessment & practice 2 examinations designed to track recall, some problem solving Written submissions are designed to develop acquiring knowledge, analysis, ebp, synthesis and critique plus specific professional skills e.g. report writing, reflection, OT process skills incl. occupational analysis Presentations and viva voce are designed to develop confidence in articulating professional reasoning skills to prepare students for professional presentations, inter-professional working and liaison with colleagues / other agencies

6. Links between assessment & practice 3

7. Practice placement assessment • Practitioner Assessment: • Pass Fail – pass required to be eligible to attempt presentation / viva voce • Competencies on placement form move towards HCPC Standards of Proficiency over 3 years • Supported by a negotiated learning contract for that setting • Students required to complete and present a case study as formative Ax whilst on placement • Academic staff provide pre & mid placement training & mid placement quality monitoring visit – additional support may be given to support therapists & a failing student • Presentation / viva voce: • Presentation time & questioning increase from year 1 to year 3 – audio record & collect materials from students for externals • Presentations / vivas are jointly assessed by an OT academic and an OT practitioner • Assessors will mark independently then negotiate mark awarded according to criteria designed to reflect learning outcomes and university grading levels for each stage of study • A moderator will visit each assessment panel to ensure inter-rater reliability • All fails & a range further moderated by module lead before sending to external examiner

8. Refs: • College of Occupational Therapists (2008) Curriculum Guidance for Pre-registration Education. London. COT • College of Occupational Therapists (2009) Pre-registration Education Standards. London. COT • Health Care Professions Council (2012a) Standards of Education. London. HCPC • Health Care Professions Council (2012b) Standards of Proficiency for Occupational Therapy. London. HCPC • Westcott L, Seymour A, Roberts S (2010) Developing problem-based learning curricula. Chapter 4 in Clouston T, Westcott L, Whitcombe S, Riley J, Matheson R. Problem Based Learning in Health & Social Care. Oxford. Wiley-Blackwell