Post on 21-Jan-2016
description
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