Document Type (Journals)
In addition to securing minimum standards of learning among students, assessment is increasingly used as a tool to improve students’ learning. Assessment quality is measured as part of the Course Experience Questionnaire; however, the original ‘appropriate assessment’ scale has demonstrated ambiguous psychometric properties. The current study aimed to gain knowledge about occupational therapy students’ perceptions of assessment, and this was achieved by examining the factor structure and internal consistency of the six items on the ‘appropriate assessment’ scale. Students from six Norwegian universities (n = 187, response rate 61.3 %) completed the scale and reported demographic information. The factor structure of the scale was assessed with Principal Components Analysis and Parallel Analysis, and internal consistency was assessed with Cronbach’s α and mean inter-item correlations. Three factors were extracted from the data: Factor 1 (three items, α = 0.51) is concerned with the content of assessment. Factor 2 (two items, α = 0.62) is concerned with the context of assessment. Finally, Factor 3 (one item) is concerned with the feedback to students following assessment. In view of the item mean scores, feedback in particular appears to be an area of improvement for the occupational therapy programs, as well as a venue for further research.
Tore Bonsaksen, MSc, OT has a clinical background in mental health practice. Currently he teaches at undergraduate and masters-level occupational therapy programs at Oslo Metropolitan University and VID Specialized University in Norway. He is involved in a number of research projects related to health, health services, and education within the health professions.
Astrid Gramstad, PhD, OT has a clinical background in community health care. She teaches at the undergraduate level occupational therapy program, and at master- and PhD-level health science courses at UiT - The Arctic University of Norway. Her research interests include occupational therapy theory, education and practice, assistive technology and community health care.
Gry Mørk, OT is programme director and assistant professor at the occupational therapy program at VID Specialized University in Sandnes, Norway.
Susanne G. Johnson, MSc, OT has a clinical background from mental health and somatic rehabilitation practice. She teaches undergraduate students at the occupational therapy program at Western Norway of Applied Sciences, and is currently a PhD student.
Declaration of Interest
The authors report no declarations of interest.
Bonsaksen, T., Gramstad, A., Mørk, G., & Johnson, S. G. (2019). Perceptions of Assessment in Norwegian Occupational Therapy Students. Journal of Occupational Therapy Education, 3 (3). Retrieved from https://encompass.eku.edu/jote/vol3/iss3/2
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