Designing formative and summative evaluation to capture the quality of performance skills in occupational therapy education
dc.contributor.author | Waters, Rebecca | |
dc.contributor.author | Brentnall, Jennie | |
dc.date.accessioned | 2021-07-09T04:42:46Z | |
dc.date.available | 2021-07-09T04:42:46Z | |
dc.date.issued | 2021 | |
dc.identifier.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. | |
dc.identifier.uri | http://hdl.handle.net/20.500.11937/84391 | |
dc.identifier.doi | 10.1111/1440-1630.12737 | |
dc.description.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. | |
dc.language | English | |
dc.publisher | Wiley-Blackwell | |
dc.title | Designing formative and summative evaluation to capture the quality of performance skills in occupational therapy education | |
dc.type | Conference Paper | |
dcterms.source.volume | 3 | |
dcterms.source.number | 68 | |
dcterms.source.startPage | 79 | |
dcterms.source.endPage | 79 | |
dcterms.source.issn | 0045-0766 | |
dcterms.source.title | Australian Occupational Therapy Journal | |
dcterms.source.conference | 29th Occupational Therapy Australia National Conference and Exhibition | |
dcterms.source.conference-start-date | 23 Jun 2021 | |
dcterms.source.conferencelocation | Australia | |
dc.date.updated | 2021-07-09T04:42:45Z | |
curtin.department | Curtin School of Allied Health | |
curtin.accessStatus | Fulltext not available | |
curtin.faculty | Faculty of Health Sciences | |
curtin.contributor.orcid | Waters, Rebecca [0000-0002-6891-6133] | |
dcterms.source.conference-end-date | 25 Jun 2021 | |
curtin.contributor.scopusauthorid | Waters, Rebecca [57194336456] |