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Early Assessment. Betsie Vlok Lecturer in Occupational Therapy (OT) B OT 1 Class coordinator May 2007. First Year Academy: Early Assessment as seen in the context of the program Occupational Therapy from the Faculty of Health Science. Overview. Why Early Assessment (EA)

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early assessment

Early Assessment

Betsie Vlok

Lecturer in Occupational Therapy (OT)

B OT 1 Class coordinator

May 2007

slide3
First Year Academy: Early Assessment as seen in the context of the program Occupational Therapy from the Faculty of Health Science.
overview
Overview
  • Why Early Assessment (EA)
  • EA in perspective to the Occupational Therapy (OT) Program
  • Time frame for assessment
  • Process to identify the student at risk
  • Looking at possible underlying factors.
  • Action plans
  • Summary
big picture why ea
Big Picture: Why EA?
  • US Strategic planning (March 2000) Vision for teaching
  • A university characterized by quality teaching by:
  • the constant renewal of teaching and learning programs,
  • the creation of effective learning opportunities

Student centered learning and teaching environment

TGLO

Support for a more diverse group of students

Throughput, maintain, success

SOL VA 2007

ea 2007
EA 2007
  • Identify students at risk early in the academic year
    • 4- 6 weeks
    • Assessment opportunities
    • Under 50%
    • Communicate to students their marks
    • Actions plans to help students
  • VA process at OT
ea in perspective to the ot
OT – 4 year occupation specific course.

Entry requirements

Selection process

Mathematics and a Science

% Places for ‘previously disadvantage students’

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

EA in perspective to the OT
the complex situation subjects in b ot 1
Basiese kennis vakke

Sielkunde 114,144

Sosiologie 114,142,152

Spesiale Fisika 142

Bedryfsielkunde 142, Bedryfsielkunde (Arbeidsterapie) 132

Biologie (Geneeskunde) 111, Biologie (AGB)

Beroepspesifieke vak

Arbeidsterapie 178 (Teoreties en prakties)

Filosofie en Modelle in Arbeidsterapie

Aktiwiteite van die daaglikse lewe by die mens

Gesondheid

Disfunksie

Aktiwiteitstudie

Aanvullende Media

(Bestuur, Onderrig en leer; Ontwerp, Navorsing).

Professionele Aangeleenthede

Kliniese Werk

The complex situationSubjects in B OT 1
how do we coordinate b ot 1
How do we coordinate B OT 1
  • Program coordinator
  • Class coordinator
  • Class leader
  • 4 Class meetings during the year
    • Strategy problem solving
    • Discuss academic and academic topics
    • Communication opportunity
timeframe for assessment
Basic knowledge subjects 4-6 weeks for assessment – 7 the week contact with program coordinators

OT

Permission to use March test.

First weeks – orientation to different subjects.

March test: 6 Questions from different subjects

Class coordinator collect students results

Encourage students to discuss with lecturers

Analyze the results

Timeframe for assessment
results lets look at the results
ResultsLets look at the results
  • Previous results
    • March test: no students under 50% since 2005 one student
    • June test 2006
slide12

Verspreiding van punte Maart toets 2007

Verspreiding van punte Junie toets 2006

50

45

45

40

40

35

Punte uit 50

35

30

30

25

25

Punte uit 50

Gemiddelde van die klas

Onder 50%

20

20

15

15

10

10

5

5

0

0

0

10

20

30

40

0

10

20

30

40

Aantal studente

Aantal studente

?

Level of Knowledge and

understanding

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

?

Level of

Knowledge

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

meaning of results
Meaning of Results
  • More students battle from the start of the academic year.
  • Increase of poor performance
  • 9 students at risk
    • 1 due to emotional problems
    • 8 poor academic performance

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

the problem
? The Problem
  • Pre Knowledge from school
    • Biology:
    • All students had Biology and Science grade 12, Mainly on higher level
    • No Significance
    • OT ? Recall of information
  • Subject/module
  • Student
subject module
Subject Module
  • Biology
    • More students higher marks than under 50%
    • Information from class meeting: Students struggle with terminology
    • Action plans: Tutorials over 2 weeks in July
subject ot 178

Gemiddelde prestasie in elke vraag

100

80

prestasie

60

Onderwerpe

40

20

0

1

2

3

4

5

6

Vrae van verskillende onderwerpe

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

Question level: Knowledge

Unequal distribution

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

student
Student
  • Meeting with students at risk
  • Explain EA – as a help initiative
  • Response very positive
  • Individuals indicate their perception of the problem
student1
Student
  • Qualitative information
  • Themes
    • Study methods (5) Amount, context
    • Adaptation after gap year and to varsity (2)
    • Stress management (2)
    • Don’t understand questions: Multi choice (1)
    • Language (English and Afrikaans)(2)
    • Late start with program (1)
    • Need to put in more energy into studying (1)
    • Study environment too noisy (1)
students
Students
  • Individual action plans – 0% response
    • Students can identify their problems or weak points and strengths(study Whittle, Whelan & Murdoch-Eaton, 2007)
    • But not ready to take responsibility for own learning
  • Class coordinator will meet individual students
action plans
Action plans
  • Encourage student ; SSVO: Study methods, stress management and time management
  • Tutorial : Answering questions
    • Approach
    • Level of questions
  • Individual action plans
  • July seminar to consolidate information from the beginning of the year
  • Subject – plus tutorials(Huxman from Napier University, Star Project)
  • Tutorials – web if needed
  • Evaluate indicators – results ( June, Sept and Exam) and student’s perception (focus group)
  • EA evaluate by planning meeting
actions already in place to support students
Actions already in place to support students
  • Mentor
  • Mentor-tut
  • SSVO

formal

Class coordinator

Students

  • 4 classmeetings
  • Class leader
  • Lecturers open door policy

informal

Buddy

New

EA

added value

summary
Summary
  • In line with US vision – OT structure optimal learning environment for effective learning and help to ensure positive results
  • EA –opportunity to evaluate academic performance and to plan and implement early interventions. Students should develop more skills to enable them to take on the responsibility for own learning
  • Socio-emotional problems should be identify early and refer for support
  • One challenge still to take on: Top performers
slide23

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.

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