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Summative Evaluation Analysis

Course Learning Outcome

Summative Evaluation

1. Describe how
theoretical models of
practice influence the
definition of
occupation,
occupational therapy
and approach to
practice.

Mid-term Evaluation short

answer (week 6)
Case study assignment (week 13)
Final Exam (week 15)

2. Describe how physical

impairments can affect
daily functioning and
how practice
approaches in
occupational therapy
can impact
participation

Experiential learning narrative #1

(week 4)
Case study assignment (week 13)
All lab evaluations

1. Rationale of how evaluation strategies

measure each CLO
Students are required to apply theoretical
models of practice in their midterm and final
exams, as well as the case study assignments.
A problem based learning method is used for
these evaluations to ensure students
understand the theories and can apply them to
novel cases in a short answer format. In terms
of UDL principles, these evaluations are
written only, therefore they do not offer
multiple ways for students to demonstrate
their learning. This component can be
included in their lab assessments to assess
this knowledge in a more practical, authentic
manner. Students are not offered choice in the
learning narrative or the case study, however
these could be offered in video or audio
formats to better address UDL principles.
Students are required through these
evaluations to explain physical impairments
and their implications from the first person
perspective as well as through case study
analysis and lab evaluation demonstrations.
There are multiple means in which students
are encouraged to demonstrate this learning
and to make very clear links between various
impairments and their functional implications.
Students are not offered choice in the learning
narrative or the case study, however these

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3. Describe how the

profession of
occupational therapy
can facilitate
participation in the
areas of occupational
performance and
function in
performance
components.

4. Apply the principles of

learning and teaching
in order to facilitate
the acquisition of basic
daily living skills.

Mid-term Evaluation short

answer (week 6)
Case study assignment (week 13)
All lab evaluations

Lab
Lab
Lab
Lab
Lab

Challenge #1 (week 5)
Critique # 1 (week 6)
Challenge #2 (week 9)
Challenge #3 (week 10)
Critique # 2 (week 14)

could be offered in video or audio formats to

better address UDL principles.
Students are required through these
evaluations to identify appropriate OT
interventions and to provide rationale for their
selection. During lab evaluations students are
expected to demonstrate hands on application
of these concepts. There are multiple means in
which students are encouraged to
demonstrate this learning, which will evaluate
the CLO in a UDL manner. Choice is not
offered within evaluations themselves because
the evaluations are intended to assess in an
authentic manner which will simulate the
requirements of practice. Students could be
offered the opportunity to complete the case
study assignment in a number of different
mediums (video, role play, presentation) to
better address UDL principles.
Principles of learning and teaching are
assessed in the lab environment only. This is
expected to be a part of each intervention that
they provide. Students practice this and are
offered feedback in each evaluation in a
simulated scenario (client case with actor).
While this does allow for students to be
flexible in demonstrating their learning, they
need to comply with the actor clients level
of understanding, age and disabilities. For
example, if the client has a communication
impairment, they may need to tailor their
application of learning and teaching principles

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5. Determine, prepare
and use necessary
treatment materials to
address treatment
goals in motor
dysfunction.

EES Outcome
6. Communicate clearly,
concisely and correctly in the
written, spoken, and visual
form that fulfills the purpose
and meets the needs of the
audience

Lab
Lab
Lab
Lab
Lab

Challenge #1 (week 5)
Critique # 1 (week 6)
Challenge #2 (week 9)
Challenge #3 (week 10)
Critique # 2 (week 14)

Summative Evaluation
Experiential learning
narrative #1 (week 4)
Mid-term Evaluation short
answer (week 6)
Case study assignment
(week 13)

to meet the clients needs. This is an essential

skill for the field; therefore it is evaluated in an
authentic manner.
Material selection, preparation and use is
evaluated in the lab environment in an
authentic, simulated manner. This is expected
to be a part of each intervention that they
provide. Students practice this and are offered
feedback in each evaluation in a simulated
scenario (client case with actor).This is an
essential skill for the field; therefore it is
challenging to provide other means to
demonstrate this learning, other than the
actual demonstration of the skills. In keeping
with UDL students can be offered multiple
means to gain information about the client (i.e.
chart review, client interview, oral feedback
from therapist) that would simulate the
practice environment and address UDL.

1. Rationale of how evaluation strategies

measure each EES
Students are asked to demonstrate clear writing
skills through short answer case studies on the
midterm, final as well as on the case study
assignment and experiential learning narrative.
During the lab challenge and evaluations, they
are evaluated as part of the lab evaluation tool
on their communication skills and

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7. Analyze, evaluate, and apply

relevant information from a
variety of sources.

8. Interact with others in groups

or teams in ways that
contribute to effective working
relationships and the
achievement of goals.

Lab Challenge #1 (week 5)

Lab Critique # 1 (week 6)
Lab Challenge #2 (week 9)
Lab Challenge #3 (week 10)
Lab Critique # 2 (week 14)
Final Exam (week 15)
Case study assignment
(week 13)
Lab Challenge #1 (week 5)
Lab Critique # 1 (week 6)
Lab Challenge #2 (week 9)
Lab Challenge #3 (week 10)
Lab Critique # 2 (week 14)

Case study assignment

(week 13)

professionalism. In terms of UDL, students are

not assessed on the length of the writing or their
explanation, but rather whether the
communication effectively addresses the therapy
objective, therefore this can be in written or oral
form.
Case studies and lab scenarios often include
unnecessary information that can distract from
the real issues of the case. By utilizing case
studies and simulated client cases in labs,
students are evaluated on their ability to
analyze, evaluate and apply the relevant
information. Their labs are timed evaluations
and assess the appropriateness of the
intervention selected to the salient issues in the
case. This provides students with direct
feedback regarding their use of the information.
Students are permitted to work in pairs or
individually and to use technology to solve these
case studies. This allows some flexibility
consistent with UDL principles. Further, students
are evaluated on their written and practical
application, allowing for multiple means of
representation.
Students are required to create and research
their case studies in groups. Their case studies
are then delivered to the class and students
complete a rotation so that they have the
opportunity to complete each of their peer
groups case studies in their small groups. This
encourages novel problem solving of new cases
in small groups, similar to what would be seen in

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a team meeting a new client. Students are
evaluated by themselves and their peers on their
participation and effectiveness in the group. In
terms of UDL, students are permitted a
significant amount of flexibility in creating their
cases and in determining how these are
constructed and presented to their peers.
Students are permitted to choose and use
technology of their choice in working through
these case studies.
1. Explain how the selected evaluation strategies appropriately measure each of the course learning
outcomes and each EES (where you feel they do) and embed the UDL philosophy
Please refer to column # 3 in the above table, which provides a rationale for how the selected evaluation strategies
appropriately measure each course learning outcome and EES.
2. Analyze where there are flaws (if any) in the alignment of outcomes to evaluation, and/or integration
of UDL principles
Analysis answers are embedded above in column #3.
3. Provide details of how you could remedy alignment flaws and identified in #2
Analysis answers are embedded above in column #3.
4. If you feel alignment is fine provide rationale and justification for your statements
Analysis answers are embedded above in column #3.