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    Designing formative and summative evaluation to capture the quality of performance skills in occupational therapy education

    Access Status
    Fulltext not available
    Authors
    Waters, Rebecca
    Brentnall, Jennie
    Date
    2021
    Type
    Conference Paper
    
    Metadata
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    Citation
    Waters, R. and Brentnall, J. 2021. Designing formative and summative evaluation to capture the quality of performance skills in occupational therapy education. In: 29th Occupational Therapy Australia National Conference and Exhibition, 23rd Jun 2021, Australia.
    Source Title
    Australian Occupational Therapy Journal
    Source Conference
    29th Occupational Therapy Australia National Conference and Exhibition
    DOI
    10.1111/1440-1630.12737
    ISSN
    0045-0766
    Faculty
    Faculty of Health Sciences
    School
    Curtin School of Allied Health
    URI
    http://hdl.handle.net/20.500.11937/84391
    Collection
    • Curtin Research Publications
    Abstract

    Introduction: The assessment of students’ skill perfor-mance is an often high- stakes task that is frequently reliant on expert examiners’ judgements. However, judgements are subject to bias, examiners may ‘fail to fail’ underper-forming students in person, and expert judgements provide little assistance for students developing their own evalua-tive judgement.Objectives: With occupational therapy students’ interview skills as the focus, this study: (i) interrogated the design of tools for the formative and summative evaluation of stu-dents’ skill performance, and (ii) created a tool to support actionable formative feedback, robust summative assess-ment, and shared understanding of qualitative performance characteristics.Method: In a reflexive action research cycle, we re- designed an interview skills checklist into a qualitative rubric using prior research, empirical data, shared experience, and a re-corded examiner consultation and practice session. We implemented the tools formatively for self, peer and/or exam-iner feedback in simulation programs across two universities, and evaluated a summative rubric in otherwise equivalent viva examinations with successive cohorts at one institution.Results: A rubric richly describing levels of performance in one cohort (n = 249) vastly improved the measure-ment of the quality of performance in a subsequent cohort (n=235) compared with a skills checklist and examiner judgement plus the Objective Borderline Method. The tools demonstrated utility in supporting students’ self and peer evaluation.Conclusion: Taking a novel approach to rubric design involving markedly shifting the presentation of performance levels refocussed the task from one of recording a judgement to one of evaluating a performance against commonly agreed criteria.

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