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dc.contributor.authorWaters, Rebecca
dc.contributor.authorBrentnall, Jennie
dc.identifier.citationWaters, 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.

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.titleDesigning formative and summative evaluation to capture the quality of performance skills in occupational therapy education
dc.typeConference Paper
dcterms.source.titleAustralian Occupational Therapy Journal
dcterms.source.conference29th Occupational Therapy Australia National Conference and Exhibition
dcterms.source.conference-start-date23 Jun 2021
curtin.departmentCurtin School of Allied Health
curtin.accessStatusFulltext not available
curtin.facultyFaculty of Health Sciences
curtin.contributor.orcidWaters, Rebecca [0000-0002-6891-6133]
dcterms.source.conference-end-date25 Jun 2021
curtin.contributor.scopusauthoridWaters, Rebecca [57194336456]

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