Evaluating a structured self-assessment activity with graduate-level occupational therapy students Bridgett Piernik-Yoder, PhD, OTR The University of Texas Health Science Center at San AntonioBackground & Purpose Self-assessment ActivitySelf-assessment has been identified as an important skillfor students to develop in order to enhance performance Figure 1. Sample of structured self-assessment modules completed by students during the courseand support autonomous learning (Wakeford, 2003).However, limited research regarding the use of self-assessment with graduate-level occupational therapystudents exists. The purpose of this study was to examinethe perceptions of graduate-level occupational therapystudents regarding a structured, formative self-assessment activity that was integrated into a course.MethodsA structured self-assessment activity was developed andintegrated into a required course (OCCT 6037:Occupational therapy process for adults withneuromuscular dysfunction) in the UTHSCSA Master ofOccupational Therapy degree program curriculum. Theself-assessment activity required students in the course tocomplete three self-assessment modules during thecourse (Figure 1). To complete the modules, studentswere required to self-assess their knowledge and skillsrelated to the course content and to identify learningstrategies to further develop each knowledge or skill area.To evaluate the self-assessment activity, data werecollected from 92 students over a three-year period using Project Outcomesa summative evaluation after completion of the third self- Figure 2.assessment module. Means and standard deviations foreach item were calculated and are presented in rank order Items Mean Likert scale SD Figure 3.from highest to lowest mean response (Figure 2). (1 = Strongly Disagree; 7 = Strongly Agree) n = 92Narrative comments provided by the students were also Completing the self-assessments made me Narrative Responsesreviewed (Figure 3). consider areas where I need to seek additional 5.79 1.29 resources regarding my knowledge and skills “It was helpful the way components were broken up. I Completing the self-assessments helped me used the self-assessments to double check that I 5.78 1.12 evaluate my learning in this course covered everything for studying purposes. However, I doConclusions Completing the self-assessments made me think I reflected on my learning in a way I am not sure I 5.70 1.24 have really done in the past.” reflect on my learning in this course• Students indicated the self-assessment activity made Completing the self-assessments was a usefulthem consider areas where they need to seek additional 5.68 1.15 activity for me “Doing this made me realize what I need to review andresources to enhance their knowledge and skills study beyond class.” Completing the self-assessments made me feel•Students perceived the self-assessment activity assisted 5.42 1.21 responsible for my own learningthem in evaluating their learning in the course and It was easy to complete the self-assessments 5.12 1.18 “This activity clarified for me what I feel confident in andfacilitated reflection on their learning in which areas I feel I still need to review.”•Narrative comments indicated students have difficulty Completing the self-assessments helped meidentifying additional resources for development of 5.10 1.36 achieve my learning goals for this course “I had difficulty knowing what other strategies to use toknowledge and skills Completing the self- assessments assisted me 4.86 1.71 learn other than reviewing my class notes.”•Students suggested that self-assessment be extended in studying for this coursebeyond one course and be integrated throughout the Completing the self-assessments made me “I could see what we have covered and where I was 4.50 1.56curriculum reflect on my learning in my other courses comfortable with my knowledge and where I needed I have had experience completing self- more work. This would be helpful to do in all of our 4.21 1.73 assessments for school related activities. courses.”Reference I have had experience completing self- 3.75 1.72 assessments for work related activities.Wakeford, R. (2003). Principles of student assessment. In: Fry, H.,Ketteridge, S., Marshall, S. (Eds.). A Handbook for Teaching and Learning inHigher Education, 2nd Ed (pp. 42 – 61). London: Kogan Page.