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Assessment Marking at the University of Teesside by ODP Clinical Co-ordinators

CLINICAL COMPETENCIES. The assessment of clinical competencies represents a challenge to the Health profession (Hardcastle 1999)It is essential to attempt to ensure consistency and fairness and reduce any potential bias. (Hand

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Assessment Marking at the University of Teesside by ODP Clinical Co-ordinators

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    1. Assessment Marking at the University of Teesside by ODP Clinical Co-ordinators Tricia Richardson ODP Programme Leader School of Health and Social Care University of Teesside

    2. CLINICAL COMPETENCIES The assessment of clinical competencies represents a challenge to the Health profession (Hardcastle 1999) It is essential to attempt to ensure consistency and fairness and reduce any potential bias. (Hand & Clewes 2000)

    3. Assessment of practice has been fraught with difficulties – measuring expectations in the real world of practice. (Fraser et al. 1997) Practice aspects of the programme the most important. The public are exposed to the student practitioner The qualified practitioner has to make pass/fail judgements. (Girot 1999)

    4. Girot (1999) “Collaboration could be enhanced by practice assessors verifying achievement in practice.” True partnership approach Constructive for the students

    5. History Assessment of Practice Competencies. Portfolio Level 1 & Level 2 Two stage assessment Stage One is a Pass/Fail of Competencies Stage Two is graded Care Studies

    6. Reasons for Change Lack of Understanding of the Academic Requirements by Clinical Co-ordinators (CCO’s) Conflicting advice to students Recognition of Practice Development of the CCO Role Increased students have meant that the tutor ratio has increased

    7. Process Agreement with CCO’s and Practice Agreement through Academic Standards

    8. PROCEDURE CCO FOR MINIMUM OF ONE YEAR COMPULSORY ATTENDENCE AT ALL WORKSHOPS ALL WORK TO BE DOUBLE MARKED BY ACADEMIC TUTORS IN THE FIRST YEAR IDENTIFICATION OF LEARNING NEEDS

    9. PROCEDURE All CCO’s to apply for Honorary Lectureship All CCO’s to be stated on the two Clinical Practice modules as part of the module team

    10. Setting the Context QAA Code of Practice for the assurance of academic quality and standards in Higher Education: Section 6, Assessment of Students: QAA, May 2000 7. Institutions should publish and implement consistently , clear criteria for the marking and grading of assessments. 8. Institutions should ensure that there are robust mechanisms for marking and for the moderation of results

    11. Setting the Context University of Teesside Assessment Practice Minimum Standards – e.g. second marking, moderating, external examining School of Health and Social Care Quality Manual

    12. Workshops ODP Portfolio Requirements Reflection Academic Marking

    13. Aim The workshops aims to: facilitate an understanding of the: University assessment processes and practices different expectations of students’ written work across the relevant undergraduate levels in order to enhance reliability of the assessment process.

    14. Outcomes By the end of the workshop, the participants will be able to: Adhere to University and School assessment processes; Discuss the expectations of students across the two relevant undergraduate levels with reference to the University Level Descriptors and Generic Marking Criteria

    15. Outcomes Provide detailed, constructive feedback that will improve students’ learning. Understand the ODP Portfolio requirements for evidence Understand models of Reflection and how Reflection on Practice is utilised within the Portfolio.

    16. Academic Marking

    17. CONTENTS Minimum Standards Assessment Boards Storage of Work Assessment Values Reliability of Assessment

    18. CONTENTS Assessment and Marking Criteria Examples Assessment Tasks Assessment Criteria Generic Marking Criteria Descriptive versus Analytical Writing Effective Argument Examine key differences across the level descriptors here related to knowledge and cognitive skills Use Blooms taxonomy slides if necessary Look at generic marking criteria. Level 1 – reasonable level of knowledge and understanding with use of some source material for 40% 50% some evidence of application Higher grades relate to better presented work and 70% demonstrated thorough knowledge and understanding with good supported arguments. Level 2 Basic knowledge and understanding – some argument present. 50% more critical reflection Higher grades – better use of evidence and literature and better presentation. Level 3 40% basic knowledge and understanding (but of a wider and more complex body of knowledge). Some attempt to bring arguments together. Higher bands – critical reflection improves (60& comprehensive, critical and analytical application of published literature and research). 70% original insight. Examine key differences across the level descriptors here related to knowledge and cognitive skills Use Blooms taxonomy slides if necessary Look at generic marking criteria. Level 1 – reasonable level of knowledge and understanding with use of some source material for 40% 50% some evidence of application Higher grades relate to better presented work and 70% demonstrated thorough knowledge and understanding with good supported arguments. Level 2 Basic knowledge and understanding – some argument present. 50% more critical reflection Higher grades – better use of evidence and literature and better presentation. Level 3 40% basic knowledge and understanding (but of a wider and more complex body of knowledge). Some attempt to bring arguments together. Higher bands – critical reflection improves (60& comprehensive, critical and analytical application of published literature and research). 70% original insight.

    19. CONTENTS Moderation Providing Feedback Tips for Giving Feedback Unratified Feedback Ratified Feedback Key skills feedback Timetable of Events

    20. Finally Examples of Students Work at both levels to Mark Examples of Feedback sheets to complete Discussion of Learning Needs

    21. CCO’s THOUGHTS BEFORE TRAINING Excited Challenging Added Responsibility Apprehensive because of own academic ability Worried Hard work Time consuming

    22. CCO’s THOUGHTS AFTER TRAINING Reassured through second marking Second marking together with academic showed areas missed Identified own learning needs Not to bad Tutors very helpful Not as time consuming as expected Clear benefit to students Enjoyable

    23. Practitioners need to be aware of their accountability when passing the clinical competence of others, because if they fail to fail incompetent practitioners they are ultimately responsible for their entry on to the professional register. Chambers (1998)

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