Early AssessmentEarly AssessmentBetsie VlokBetsie Vlok

Lecturer in Occupational Therapy (OT)Lecturer in Occupational Therapy (OT)B OT 1 Class coordinatorB OT 1 Class coordinator

May 2007May 2007

First Year Academy: Early First Year Academy: Early Assessment as seen in the Assessment as seen in the

context of the program context of the program Occupational Therapy from Occupational Therapy from

the Faculty of Health Science.the Faculty of Health Science.

OverviewOverview

Why Early Assessment (EA)Why Early Assessment (EA) EA in perspective to the Occupational EA in perspective to the Occupational

Therapy (OT) Program Therapy (OT) Program Time frame for assessmentTime frame for assessment Process to identify the student at riskProcess to identify the student at risk Looking at possible underlying Looking at possible underlying

factors. factors. Action plansAction plans SummarySummary

Big Picture: Why EA?Big Picture: Why EA? US Strategic planning (March 2000) US Strategic planning (March 2000)

Vision for teachingVision for teaching

A university characterized by quality teaching by: •the constant renewal of teaching and learning programs,

•the creation of effective learning opportunities

TGLOSupport for a more diverse group of students

Throughput, maintain, success

Student centered learning and teaching environment

SOL VA 2007

EA 2007EA 2007

Identify students at risk early in the Identify students at risk early in the academic yearacademic year– 4- 6 weeks 4- 6 weeks – Assessment opportunitiesAssessment opportunities– Under 50%Under 50%– Communicate to students their marksCommunicate to students their marks– Actions plans to help studentsActions plans to help students

VA process at OTVA process at OT

EA in perspective to the OTEA in perspective to the OT OT – 4 year occupation specific course.OT – 4 year occupation specific course. Entry requirementsEntry requirements

– Selection processSelection process– Mathematics and a ScienceMathematics and a Science

% Places for ‘previously disadvantage % Places for ‘previously disadvantage students’ students’

Tuesday and Wednesday (afternoon) Tuesday and Wednesday (afternoon) students at TBH Campus ; Thursday students at TBH Campus ; Thursday afternoon OT at Stellenbosch Campus afternoon OT at Stellenbosch Campus

The complex situationThe complex situationSubjects in B OT 1Subjects in B OT 1

Basiese kennis vakkeBasiese kennis vakke

SielkundeSielkunde 114,144 114,144

SosiologieSosiologie 114,142,152 114,142,152

Spesiale FisikaSpesiale Fisika 142 142

BedryfsielkundeBedryfsielkunde 142, 142, Bedryfsielkunde Bedryfsielkunde (Arbeidsterapie) 132(Arbeidsterapie) 132

BiologieBiologie (Geneeskunde) 111, (Geneeskunde) 111, Biologie (AGB)Biologie (AGB)

Beroepspesifieke vakBeroepspesifieke vak Arbeidsterapie 178Arbeidsterapie 178

(Teoreties en prakties)(Teoreties en prakties)

Filosofie en Modelle in Filosofie en Modelle in ArbeidsterapieArbeidsterapie

Aktiwiteite van die daaglikse Aktiwiteite van die daaglikse lewe by die menslewe by die mens

GesondheidGesondheid DisfunksieDisfunksie AktiwiteitstudieAktiwiteitstudie Aanvullende MediaAanvullende Media (Bestuur, Onderrig en leer; (Bestuur, Onderrig en leer;

Ontwerp, Navorsing).Ontwerp, Navorsing). Professionele AangeleenthedeProfessionele Aangeleenthede Kliniese WerkKliniese Werk

How do we coordinate B OT 1How do we coordinate B OT 1

Program coordinatorProgram coordinator Class coordinatorClass coordinator Class leaderClass leader 4 Class meetings during the year4 Class meetings during the year

– Strategy problem solvingStrategy problem solving– Discuss academic and academic topicsDiscuss academic and academic topics– Communication opportunityCommunication opportunity

Timeframe for assessmentTimeframe for assessment

Basic knowledge subjects 4-6 weeks for Basic knowledge subjects 4-6 weeks for assessment – 7 the week contact with program assessment – 7 the week contact with program coordinatorscoordinators

OTOT– Permission to use March test.Permission to use March test.– First weeks – orientation to different subjects.First weeks – orientation to different subjects.– March test: 6 Questions from different subjectsMarch test: 6 Questions from different subjects

Class coordinator collect students resultsClass coordinator collect students results– Encourage students to discuss with lecturersEncourage students to discuss with lecturers– Analyze the resultsAnalyze the results

ResultsResultsLets look at the resultsLets look at the results

Previous resultsPrevious results– March test: no students under 50% since March test: no students under 50% since

2005 one student2005 one student– June test 2006 June test 2006

Verspreiding van punte Junie toets 2006

05

1015202530354045

0 10 20 30 40

Aantal studente

Punte uit 50

Figuur 1: Verspreiding van eerstejaar arbeidsterapiestudente se prestasiepunte vir die Junie toets 2006.

Verspreiding van punte Maart toets 2007

05

101520253035404550

0 10 20 30 40

Aantal studente

Punte uit 50

Gemiddelde van die klas

Onder 50%

Figuur 2: Verspreiding van eerstejaar arbeidsterapiestudente se prestasiepunte vir die Maart toets 2007.

?Level of

Knowledge and understanding

? Level of

Knowledge

Meaning of ResultsMeaning of Results More students battle from the start More students battle from the start

of the academic year.of the academic year. Increase of poor performanceIncrease of poor performance 9 students at risk9 students at risk

– 1 due to emotional problems1 due to emotional problems– 8 poor academic performance8 poor academic performance

STUDENTE AANTAL

MODULES

Sosiologie 114

Sielkunde 114

Biologie 111

Bedryfsielkunde 132

Arbeidsterapie 178

0-49% 4 3 7 ? 4

50% 1 1 ? 3

Tabel 1. Aantal risiko studente in die onderskeie modules vir B Arbeidsterapie I in Maart, 2007.

? The Problem? The Problem

Pre Knowledge from schoolPre Knowledge from school– Biology:Biology:– All students had Biology and Science All students had Biology and Science

grade 12, Mainly on higher levelgrade 12, Mainly on higher level– No SignificanceNo Significance– OT OT ? Recall of information? Recall of information

Subject/moduleSubject/module StudentStudent

Subject ModuleSubject Module

Biology Biology – More students higher marks than under More students higher marks than under

50%50%– Information from class meeting: Information from class meeting:

Students struggle with terminologyStudents struggle with terminology– Action plans: Tutorials over 2 weeks in Action plans: Tutorials over 2 weeks in

JulyJuly

Subject OT 178Subject OT 178 Level of questionsLevel of questions Monitoring of questionsMonitoring of questions Results: Average and individual Results: Average and individual

questionsquestionsGemiddelde prestasie in elke vraag

0

20

40

60

80

100

1 2 3 4 5 6

Vrae van verskillende onderwerpe

prestasie

Onderwerpe

Figuur 3: Die gemiddelde prestasie van studente tydens die Maarttoets 2007 in Arbeidsterapie.

Question level: KnowledgeUnequal distribution

StudentStudent

Meeting with students at riskMeeting with students at risk Explain EA – as a help initiativeExplain EA – as a help initiative Response very positiveResponse very positive

Individuals indicate their perception Individuals indicate their perception of the problemof the problem

StudentStudent

Qualitative informationQualitative information ThemesThemes

– Study methods (5) Amount, contextStudy methods (5) Amount, context– Adaptation after gap year and to varsity (2)Adaptation after gap year and to varsity (2)– Stress management (2)Stress management (2)– Don’t understand questions: Multi choice (1)Don’t understand questions: Multi choice (1)– Language (English and Afrikaans)(2)Language (English and Afrikaans)(2)– Late start with program (1)Late start with program (1)– Need to put in more energy into studying (1)Need to put in more energy into studying (1)– Study environment too noisy (1)Study environment too noisy (1)

StudentsStudents

Individual action plans – 0% responseIndividual action plans – 0% response– Students can identify their problems or Students can identify their problems or

weak points and strengthsweak points and strengths (study Whittle, Whelan & Murdoch-Eaton, 2007)(study Whittle, Whelan & Murdoch-Eaton, 2007)

– But not ready to take responsibility for But not ready to take responsibility for own learningown learning

Class coordinator will meet individual Class coordinator will meet individual students students

Action plansAction plans Encourage student ; SSVO: Study methods, stress Encourage student ; SSVO: Study methods, stress

management and time managementmanagement and time management

Tutorial : Answering questionsTutorial : Answering questions– ApproachApproach– Level of questionsLevel of questions

Individual action plansIndividual action plans

July seminar to consolidate information from the beginning July seminar to consolidate information from the beginning of the yearof the year

Subject – plus tutorialsSubject – plus tutorials (Huxman from Napier University, Star Project)(Huxman from Napier University, Star Project)

Tutorials – web if neededTutorials – web if needed

Evaluate indicators – results ( June, Sept and Exam) and Evaluate indicators – results ( June, Sept and Exam) and student’s perception (focus group)student’s perception (focus group)

EA evaluate by planning meetingEA evaluate by planning meeting

•4 classmeetings

•Class leader•Lecturers

open door policy

Actions already in place to support Actions already in place to support studentsstudents

StudentsClass

coordinator

•Mentor•Mentor-tut

•SSVO formal

Buddy

info

rmal

NewEA

added value

SummarySummary In line with US vision – OT structure optimal In line with US vision – OT structure optimal

learning environment for effective learning and learning environment for effective learning and help to ensure positive resultshelp to ensure positive results

EA –opportunity to evaluate academic EA –opportunity to evaluate academic performance and to plan and implement early performance and to plan and implement early interventions. Students should develop more interventions. Students should develop more skills to enable them to take on the responsibility skills to enable them to take on the responsibility for own learningfor own learning

Socio-emotional problems should be identify early Socio-emotional problems should be identify early and refer for supportand refer for support

One challenge still to take on: Top performersOne challenge still to take on: Top performers

Jy kan nie die leer van die lewe klim met jou hande in die sakke nie

Arbeidsterapie hoop om deur effektiewe, innoverende Onderrig en Leer die studente tot professionele, trotse jong volwassenes te begelei wat verantwoordelikheid sal neem vir lewenslange leer.

Hope all students shall go fromHope all students shall go from