Good vs Poor Assessment Practices
Select a setting to review a poor assessment practice and how it could be improved.
Clinical
Educational
A faculty member evaluates students' group presentations with comments like "good job" or "needs improvement" without a rubric. There are no clearly defined learning goals or criteria for success.
Poor
Good
An instructor uses a rubric aligned with an expected student learning goal: "Students will apply evidence-based reasoning in case presentations." The rubric includes criteria for use of evidence- based reasoning as well as use of current research. Feedback includes specific criteria (e.g., use of current research, clinical reasoning) with scores and comments that support student growth.
VS
An OT writes, "Client is doing better with daily activities" after several sessions. No specific tools or goals are referenced, and there's no measurable data.
Poor
Good
Using the Canadian Occupational Performance Measure (COPM), the OT documents that the client improved from a score of 4 to 7 in self-care tasks over 4 weeks, specifically in dressing independently. This directly aligns with the goal: "Client will independently dress upper body within 10 minutes using adaptive equipment."
VS
M1: Good vs Poor Assessment Practices Interactive
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Created on October 14, 2025
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Transcript
Good vs Poor Assessment Practices
Select a setting to review a poor assessment practice and how it could be improved.
Clinical
Educational
A faculty member evaluates students' group presentations with comments like "good job" or "needs improvement" without a rubric. There are no clearly defined learning goals or criteria for success.
Poor
Good
An instructor uses a rubric aligned with an expected student learning goal: "Students will apply evidence-based reasoning in case presentations." The rubric includes criteria for use of evidence- based reasoning as well as use of current research. Feedback includes specific criteria (e.g., use of current research, clinical reasoning) with scores and comments that support student growth.
VS
An OT writes, "Client is doing better with daily activities" after several sessions. No specific tools or goals are referenced, and there's no measurable data.
Poor
Good
Using the Canadian Occupational Performance Measure (COPM), the OT documents that the client improved from a score of 4 to 7 in self-care tasks over 4 weeks, specifically in dressing independently. This directly aligns with the goal: "Client will independently dress upper body within 10 minutes using adaptive equipment."
VS