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Table 6 Mark the square that best represents the student’s performance

From: Exploring assessor cognition as a source of score variability in a performance assessment of practice-based competencies

  Needs work Intermediate Proficient Distinguished
Professionalism Not presenting self professionally (attire, grooming) for interview. Does not use appropriate professional language during interview. Does not introduce self but otherwise conducts self professionally. Introduces self clearly as sole occupational therapist, conveys a sense of self-confidence during interview.
Communication Unable to build rapport during interview Uses appropriate communication style to interact but needs to be more concise/organized in relaying information or lacks active listening skills. Uses appropriate communication style to interact but some improvements could be made in relaying information non-verbal cues and/or evidence of active listening. Manages time for responses, discussion in timeframe given, demonstrates appropriate non-verbal cues, demonstrates active listening
Theory, models and/or frame of reference Unable to provide theory, model or FOR to apply to case study. Limited ability to link theory, models or FORs to case study. Partially able to link theory, models and FOR to clinical practice Demonstrates ability to fully link theory, models and FOR to clinical practice
Knowledge of client Basic knowledge of the client Able to elaborate on the client however, difficulty linking the different components Able to elaborate on the client linking some of the different components In-depth understanding of client. Holistic, comprehensive of the different aspects
Clinical reasoning Unable to provide clinical reasoning to support assessment findings, interventions and goals Demonstrates incomplete clinical reasoning paired with explanation of client assessment findings, interventions and goals Demonstrates adequate clinical reasoning paired with explanation of client assessment findings, interventions and goals Demonstrates robust clinical reasoning paired with explanation of client assessment findings, interventions and goals
Evidence- based practice Unable to articulate need for evidence-based practice Demonstrates knowledge of evidence-based practice but unable to apply approach to clinical decisions for client Demonstrates limited knowledge of evidence-based practice related to clinical decisions for client Demonstrates robust knowledge of evidence-based practice related to clinical decisions for client
  1. Considering the whole interview, how would you rate the student’s performance?
  2. ______/10