Observing, scoring and analysing client’s performance on a standardised assessment (test)

Teacher Guidelines
Student Learning Objectives
Role Simulated Participant

📄 You can download the full simulation scenario in your preferred language below:

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🧩 Simulation Overview

In this scenario, students will have the opportunity to learn about the protocol for conducting a standardised occupational therapy assessment for the evaluation of performance component(s) (e.g. cognitive function, visual-perceptual skills….). Students will learn about test administration, scoring and interpretation. This simulation experience is focused on assessment methodology, and therefore can be used for the practice of these skills with any standardized test used in occupational therapy assessment of performance components (e.g. RBMT, RPAB, LOTCA, BADS, …) This is a digital (online) simulation using a controlled, reproducible scenario. Students gain experience in observing and analysing the client’s performance and scoring the test by observing client’s performance on a video.

Modality: Digital Student roles:

Student roles	Number of students	Extra information
Occupational therapist	1	Students can work in groups of 2-3, or individually
Participant	1	Participant is a client who was filmed while being involved in standardised assessment in a clinical situation.

Learning outcomes:

Learning outcomes (simOT Framework)

Domain A: Knowledge and attitudes supporting OT competence
Domain B: Managing and conducting OT process	Domain *B.2.1.* Occupational therapists *assess occupational participation* in all areas of human occupation Select appropriate client-centred and evidence-based (standardized and/or structured) assessment tools and methods. Measure objective personal factors that affect (i.e., support, hinder, prevent or pose risk to) occupational performance or participation. Analyse, interpret, and clearly communicate assessment findings. Prepare an accurate and occupation-oriented report based on assessment (optional).

🛠️ Preparation for the Simulation

Prerequisites:

Competencies	Specific description of prior knowledge, attitudes and skills
The nature and range of health conditions (A.5.)	Students will demonstrate only basic knowledge of these elements (e.g., they will not necessarily have extensive knowledge of the specific health conditions or methods used in the intervention, but basic-level knowledge of these aspects of OT practice to be able to set the simulation in a wider context) Prior to participating in the scenario, students will have received instruction and acquired knowledge (described here) necessary to understand and perform the tasks of the scenario, e.g. standardization of the assessment process, psychometrics.
Systematically collect, interpret, and synthesize data using various research methods (A.3.2.)
Factors that present barriers to participation (A.2.)
How changes to function, health, development, or environments alter participation in occupation (A.2.)
Process of occupational therapy (occupational therapy assessments) (A.2.)

📦 Actions and Materials

Action	Materials
Instructions about the scenario and students’ tasks within the simulation exercise are provided in an instructional session prior to the simulation session with the entire group. The instructor introduces and explains the simulation purpose, materials used and ensures students understand the simulation procedure, expected performance from student, etc.	The learning scenario uses: Audio-presentation (ppx) containing the description of the assessment tool (including subtests), format and structure, psychometrics, administration, scoring, interpretation
	A written protocol of the standardised assessment
	Assessment scoring form
	Video of a client performing the assessment tasks (for scoring)**
Preparing a video case study of standardized assessment with client: Collaborating and coordinating with OT practice site meeting and informing the client, receiving informed consent for conducting and recording the assessment and using the video recording for educational purposes.	**Creation of the video requires physical environment (OT therapy space with table and chairs), all test materials involved in administering the assessment selected for the simulation and appropriate video recording equipment. It also requires video editing software or editing raw video material. Written informed consent form
Preparing and recording test administration with the client using the assessment tool selected for the simulation; in an authentic practice environment (e.g. OT clinic, therapy room).	Video-camera or other suitable recording device. Standardized assessment kit, score sheets OT practice setting (table and chairs)
Editing the recording for use as a teaching tool.	Video editing software.
Posting the video on appropriate teaching platform.
Preparing and posting the score sheets of the selected assessment tool on the teaching platform.	Standardized score sheet (word document or pdf
Preparing comprehensive written and verbal instructions during prebriefing about the simulation.	MS Word or other digital word editing program

Learning objectives (observable behaviour)

Domain A
Domain B	Student will be able to demonstrate competency for performing the following: justify the selection of the standardized test to be used demonstrate knowledge of the constructs (performance components) to be tested explain the advantages and limitations of the selected test demonstrate knowledge of the entire administration protocol of the selected test and how to apply them in a standardized way demonstrate knowledge of the structure of the scoring sheet observe performance and scores assessment based on standardized criteria interpret the obtained assessment results

Name	XY
Age	23
Sex	M
Personal factors	Young man, 23 years old, electrical engineering student, lives with his parents, younger brother in high school. He likes to ride motorcycle and play video-games.
Ethnicity and cultural context	(relevant to your context)
Reason the participant is seeking OT service and concerns related to engagement in occupations	Assessment of difficulties in performing preferred and chosen daily occupations following brain injury due to motorcycle accident. Difficulties in the area of perceptual, cognitive, and/or fine-motor performance.