Measuring Ability Through a Varied Assessment Menu LYN WESTCOTT ASSOCIATE PROFESSOR & ACADEMIC LEAD OCCUPATIONAL THERAPY.

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Measuring Ability Through a Varied Assessment Menu LYN WESTCOTT ASSOCIATE PROFESSOR & ACADEMIC LEAD OCCUPATIONAL THERAPY Slide 2 This session will consider Influences on developing the assessment menu Links between assessment and practice Viva voce to assess clinical / professional reasoning Slide 3 Influences on assessment menu Scope of practice: includes health social care 3 rd 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) Slide 4 Links between assessment & practice 1 Level 4 Functional Anatomy & Physiology for Occupation: 1 Hour MCQ exam Preparation for Practice Year 1: Essay Psycho-social Concepts for Occupation: Case Based Short Answers Foundations for Occupational Therapy Practice 1: Essay Practice Placement 1: Practitioner Assessment & Case Study Presentation Foundations for Occupational Therapy Practice 2:Short Answer Examination 1 hour (50%) Report (50%) Humans as Occupational Beings Through the Life Cycle Appraise Research Paper (80%) Image based presentation (peer assessed) (20%) 5 Practice Placement 2: Practitioner Assessment & Case Study Viva Voce Occupational Therapy Toolbox: Techniques Portfolio Occupational Challenges across the Lifecycle: Occupational Challenges Analysis Project Studies: MCQ Exam: 1 hour (50%) Group Protocol (50%) Occupational Presence: Volunteering Report 6 Exploration into Practice: Facilitated Poster Presentation Project Studies 2: Group research short report (50%), Individual oral presentation (50%) Occupation for Promoting Health & Wellness of Communities: Critical evaluation essay Preparation for Professional Practice Essay The Contemporary Practitioner Patchwork text Practice Placement 3 - Practitioner Assessment & Viva Voce Slide 5 Links between assessment & practice 2 Level 4 Functional Anatomy & Physiology for Occupation: 1 Hour MCQ exam Preparation for Practice Year 1: Essay Psycho-social Concepts for Occupation: Case Based Short Answers Foundations for Occupational Therapy Practice 1: Essay Practice Placement 1: Practitioner Assessment & Case Study Presentation Foundations for Occupational Therapy Practice 2:Short Answer Examination 1 hour (50%) Report (50%) Humans as Occupational Beings Through the Life Cycle Appraise Research Paper (80%) Image based presentation (peer assessed) (20%) 5 Practice Placement 2: Practitioner Assessment & Case Study based viva voce Occupational Therapy Toolbox: Techniques Portfolio Occupational Challenges across the Lifecycle: Occupational Challenges Analysis Project Studies: MCQ Exam: 1 hour (50%) Group Protocol (50%) Occupational Presence: Volunteering Report 6 Exploration into Practice: Facilitated Poster Presentation Project Studies 2: Group research short report (50%), Individual oral presentation (50%) Occupation for Promoting Health & Wellness of Communities: Critical evaluation essay Preparation for Professional Practice Essay The Contemporary Practitioner Patchwork text Practice Placement 3 Practitioner Assessment & Case Study based viva voce examinations designed to track recall, some problem solving 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 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 Slide 6 Links between assessment & practice 3 Level 4 Functional Anatomy & Physiology for Occupation: 1 Hour MCQ exam Preparation for Practice Year 1: Essay Psycho-social Concepts for Occupation: Case Based Short Answers Foundations for Occupational Therapy Practice 1: Essay Practice Placement 1: Practitioner Assessment & Case Study Presentation Foundations for Occupational Therapy Practice 2:Short Answer Examination 1 hour (50%) Report (50%) Humans as Occupational Beings Through the Life Cycle Appraise Research Paper (80%) Image based presentation (peer assessed) (20%) 5 Practice Placement 2: Practitioner Assessment & Case Study Viva Voce Occupational Therapy Toolbox: Techniques Portfolio Occupational Challenges across the Lifecycle: Occupational Challenges Analysis Project Studies: MCQ Exam: 1 hour (50%) Group Protocol (50%) Occupational Presence: Volunteering Report 6 Exploration into Practice: Facilitated Poster Presentation Project Studies 2: Group research short report (50%), Individual oral presentation (50%) Occupation for Promoting Health & Wellness of Communities: Critical evaluation essay Preparation for Professional Practice: Essay The Contemporary Practitioner: Patchwork text Practice Placement 3 - Practitioner Assessment & Viva Voce Slide 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 Slide 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