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Perceptions of assessment in Norwegian occupational therapy students

Bonsaksen, Tore; Gramstad, Astrid; Mørk, Gry; Johnson, Susanne Grødem
Journal article, Peer reviewed
Published version
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URI
http://hdl.handle.net/11250/2612036
Date
2019
Metadata
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  • Publikasjoner fra CRIStin [372]
Original version
Journal of Occupational Therapy Education. 2019, 3 (3), 1-13.   https://encompass.eku.edu/jote/vol3/iss3/2
Abstract
In addition to securing minimum standards of learning among students, assessment is increasingly used as a tool to improve students’ learning. Assessment quality is measured as part of the Course Experience Questionnaire; however, the original ‘appropriate assessment’ scale has demonstrated ambiguous psychometric properties. The current study aimed to gain knowledge about occupational therapy students’ perceptions of assessment, and this was achieved by examining the factor structure and internal consistency of the six items on the ‘appropriate assessment’ scale. Students from six Norwegian universities (n= 187, response rate 61.3 %) completed the scale and reported demographic information. The factor structure of the scale was assessed with Principal Components Analysis and Parallel Analysis, and internal consistency was assessed with Cronbach’sαand mean inter-item correlations. Three factors were extracted from the data: Factor 1 (three items,α= 0.51) is concerned with the content of assessment. Factor 2 (two items,α= 0.62) is concerned with the context of assessment. Finally, Factor 3 (one item) is concerned with the feedback to students following assessment. In view of the item mean scores, feedback in particular appears to be an area of improvement for the occupational therapy programs, as well as a venue for further research.
Publisher
Eastern Kentuckly University
Journal
Journal of Occupational Therapy Education
Copyright
Open Access

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