Document Type (Journals)
Original Research
Abstract
The supporting evidence for student-centered assessment practices is well-documented in the literature for higher education, but not in the field of occupational therapy (OT) education. There is no agreed-upon best practice for student assessment in OT education from any professional OT governing body, nor is there current OT education research evaluating the relationship between types of assessment methods and their effectiveness. The purpose of the study was to determine OT educators’ perceived effectiveness of student assessment methods they used to measure student competency. A correlational design determined the strength of the relationship between these variables. Differences between OT Doctorate (OTD) and Masters of OT (MOT) program educators’ perceptions were also examined. The sample (n= 224) consisted of educators in MOT and OTD programs in the United States. All demographic data and variables were collected and measured by the created survey instrument, the Perceived Effectiveness of Student Assessment Methods survey. The results concluded a positive relationship between the type of assessment method and perceived effectiveness. Occupational therapy educators reported using a wide variety of assessment methods but most often used methods they perceived to be less effective. Participants perceived certain assessments to be more effective than others, yet the study concluded that OT educators frequently use assessments not consistent with best practice guidelines. A significant difference in assessment methods used between OTD and MOT program educators was also found. The study results suggest OT educators need more training on what best practice in student assessment is and how to design and implement those assessment methods.
Biography
Breanna Adkins, EdD, MOT, OTR/L, BCP, IMH-E is an assistant professor at West Virginia University who teaches pediatric coursework in both the MOT and OTD programs. She holds an EdD in Health Science Education from A.T. Still University. Since beginning teaching, Dr. Adkins has focused on implementing student-centered assessment and teaching practices to improve student learning. Dr. Adkins' research interests include pedagogy and educational theories in OT education, understanding students' perceptions of learning, and early intervention pediatric practice.
Josh Bernstein, PhD, MEd, CHES is an associate professor in the College of Graduate Health Studies at A.T. Still University. Dr. Bernstein holds a doctorate degree in health education from Texas Woman’s University. He also earned a masters degree in education from Centenary College of Louisiana and a bachelors degree in sports medicine from New Mexico State University. Research interests include wellness among transitional populations, nutrition in emerging and low-income regions, higher education, and adolescent risk perception.
Declaration of Interest
The authors report no declarations of interest.
Recommended Citation
Adkins, B., & Bernstein, J. (2024). Perceived Effectiveness of Student Assessment Methods in Occupational Therapy Education. Journal of Occupational Therapy Education, 8 (3). Retrieved from https://encompass.eku.edu/jote/vol8/iss3/3
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