Overview and Purpose:

This assessment will measure your knowledge of essential content for novice level paediatric occupational therapy. To ensure academic integrity, all students will be supervised in class to complete two 90-minute Quizzes. Students will be permitted to bring relevant class handouts and one hard copy textbook into the quizzes. No online browsing or searching will be permitted for the Quizzes.

The Module 1 Quiz will cover topics from Weeks 1-4 of the unit. The Module 2 Quiz will cover topics from Weeks 6-9 of the unit. Each quiz is worth 20% with the overall assessment worth 40%. There is a must pass mark of 50% for the whole task. This means that you must obtain at least 20/40 marks for both quizzes to pass the task.

Academic Integrity:

It is common knowledge among academic staff that frequently students get together in groups to perform online quizzes that are intended to be individual assessment tasks. Although some students have admitted doing quizzes in groups, it is a blatant breach of academic integrity that needs to be addressed.

• To ensure fairness and authenticity of assessment for all students, both the Module 1 and Module 2 Quizzes for OCCT12003 will be supervised in the classroom from 9am-11am in Week 6 and Week 10.
• There will be a 15-minute arrival and set up time from 9.00am- 9.15am.
• Only students attending in person on campus with their student ID card will have access to the Quiz.
• You will be supervised and be given from 9.15am-10.45pm to complete each Module Quiz.
• Latecomers after 9.10am will not be admitted. You will need to apply for an extension and arrange another time to be supervised by staff to do the Quiz. If you are visibly unwell you will be asked to leave the Quiz room. You will also need to apply for an extension if you are sick on the day (please provide a medical certificate to the Assessment Extension System).
• If any student is caught browsing online during either Quiz, they will be reported to the Deputy Dean of Learning and Teaching for academic misconduct.

Essential content:

Class handouts will have essential content that is part of the quiz tagged with an Asterix *. This means that the topic on the slide and its associated readings will form at least one question within the quiz for that Module. Not all information needed for the quiz questions will be on the slide- you will need to take notes from the oral content delivered as well. The system of highlighting topics for quiz content will help you to focus your revision and to select material to bring into each quiz.

Limited open book:

As there is a concurrent user limit for the e-books in the library, it is not equitable for students to access any online readings to complete the quiz. However, students will be permitted to bring the prescribed textbook as a hard copy into the quiz. Students will also be permitted to bring class handouts or paper copies of journal articles to refer to in order to respond to the Quiz questions.

Types of Quiz questions included:

There are only a few traditional multiple-choice questions in the online quizzes as it is statistically highly likely that a student can guess the correct answer without really understanding it. Therefore, to better evaluate how well you have been able to take in and apply the knowledge you have been taught, there are a variety of other question types that have been included. Partially correct responses will be given a portion of the total mark. The question types include:

• Drag and drop text onto an image
• Drag and drop words into text
• Matching items from a list to a description or statement
• True and False matrices
• Short answers (only correct spelling will be marked correct)
• Multiple selection of correct responses from a list
• Select all correct missing words from a list
• Read a short case scenario and choose the best response from a list
• Combined question types

Tip: Students who have done the self-directed learning tasks on Moodle for goal setting will find they are well prepared for this topic in the Module 2 quiz.

Module 1 Quiz topics, number of questions and distribution of marks available:

• Diagnostic information (2 x 1-mark Questions, 3 X 0.5-mark Questions)
• Evaluation tools (2 X 1.5-mark Questions, 3 X 1-mark Questions)
• Models for practice (3 X 2-mark Questions)
• Prompts, cues and managing children’s behaviour (4 X 1-mark Questions, 1 x 0.5-mark Question)

Module 2 Quiz topics, number of questions and distribution of marks available:

• The CO-OP approach (3 x 1-mark Questions, 2 X 0.5-mark Questions)
• Goal setting (2 X 2-mark Questions, 3 x 1-mark Questions, 1 X 0.5-mark Question)
• Session plans (1 x 1-mark Question, 6 X 0.5 marks Questions)
• Play (1 X 2-mark Question, 2 x 1-mark Questions, 1 X 0.5-mark Question)

There is no marking rubric for this Assessment task.

Overview and Purpose:

In this two-part portfolio, you will prepare, create and submit a collection of artefacts that represent your learning and application of the Occupational Therapy Process Framework (4th ed.) (OTPF-4) and inter-professional practice to paediatric occupational therapy cases across the term. The learning artefacts represent the process that a paediatric occupational therapist would typically follow when planning and carrying out therapy.

Part A will include a video of yourself carrying out an evaluation with a real child, along with copies of your completed evaluation tool and a written reflection on your own performance. 

In Part B, you will construct a written report using information from the case scenario used during the term, and an example clinical intervention session for the case scenario child. You will submit your records from the interprofessional education team meetings and learning achievements that inspire your future knowledge goals for paediatric occupational therapy. 

The activities that generate your learning artefacts are all simulated clinical practice tasks and can be counted in your Work Integrated Learning (WIL) hours Wiki for OCCT12003.

List of required Portfolio documents.
Please ensure that you submit all required documents to Moodle, as you cannot obtain any marks for work that is not submitted. Here is a checklist and word count for all the documents you need to submit:

PART A (due Week 7):

1. Occupational Therapy Academic Coversheet
2. Child evaluation using the ASQ-3 (Video URL)
3. Evaluation records from child evaluation (no word limit)
4. Written reflection on using the ASQ-3 (800 words ± 10%)

PART B (due Week 12):

1. Occupational Therapy Academic Coversheet
2. Occupational profile report from IPE case study (800 words ± 10%) 
3. Clinical session plan from the IPE case study (2000 words ± 10%) 
4. IPE documents: Meeting #1 and #2 action plan templates and Meeting #1 and #2 observation templates (Action plans no word limit, Meeting observations suggest around 500 words each) 
5. Paediatric learning goals and strategies (no word limit - suggestion of 600 words total) 

Please note:

• Detailed instructions for preparing the required content of each artefact are available in Moodle in the Assessment Tile.
• Templates and examples are available in the Assessment Resources folder.
• Required filename structures in the A2 Portfolio Instructions 2024 must be used so your work will download automatically from Moodle for marking.

Grade calculation

The total of 120 marks will be divided by 2 to obtain your final Portfolio Assessment grade out of 60.  Marks will be distributed, as per below:

Part A (50 marks)

Video (15 marks)

• Provides a video of self and child during the evaluation session

Evaluation Tool (15 marks)

• Evaluation tool pages and summary are presented using medicolegal standards for documentation.

Professional Learning (10 marks)

• Demonstrates insight into own performance evaluating the child: 5 marks
• Communicates an appropriate level of critical reflection on threshold concepts and paediatric occupational therapy: 5 marks

References and use of APA 7 (10 marks)

• At least five references are from high quality sources and cited in APA 7 style

Part B (70 marks)

Occupational Profile Report (15 marks)

• Provides a meaningful narrative flow of the child’s patterns of engagement, occupational strengths, interests, values. supports and barriers: 5 marks
• Explains reasoning for follow up actions that link to priority occupational performance needs: 5 marks
• Readability and flow of the report demonstrates health literacy principles: 5 marks

Clinical Session Plan (20 marks)

• Behavioural objectives for each activity contribute towards the child achieving the overall session goal: 5 marks
• Session duration and sequence of activities is optimal for child’s age and expected attention span: 2.5 marks
• Activity can be carried out by an unfamiliar person: 2.5 marks
• Activities selected use occupation creatively to engage the child: 2.5 marks
• Scaffolding includes fading and adding of appropriate cues, prompts and grading: 2.5 marks
• Rationales for session activities provide professional reasoning and evidence to support inclusion: 5 marks

IPE Records (10 marks)

• Complete IPE records for Meetings #1 and #2 are professionally documented using medicolegal guidelines: 5 marks
• Provides responses to all questions for Meeting #1 observations: 2.5 marks
• Provides responses to all questions for Meeting #2 observations: 2.5 marks

Professional Learning (25 marks)

• Communicates an appropriate level of critical reflection on threshold concepts and paediatric occupational therapy: 10 marks
• Paediatric occupational therapy learning goals are written using the behavioural objective style and link to the identified knowledge gaps: 5 marks
• Strategy provides achievable methods of meeting learning goal #1: 2.5 marks
• Strategy provides achievable methods of meeting learning goal #2: 2.5 marks
• At least five references are from high quality sources and cited in APA 7 style: 5 marks

Overview and Purpose

The purpose of this task is to ensure you are meeting your Work Integrated Learning (WIL) requirements, as mandated by the World Federation of Occupational Therapy (WFOT). 

You will complete a Moodle Wiki to specify the WIL hours you have completed across the term. All students must complete a minimum of 25 WIL hours. Your hours must be signed off by the Unit coordinator by the due date.

Note: To ensure you can participate in the Evaluation Intensive WIL experience (Week 5), you must upload all evidence to SONIA online as per the “Mandatory Checks Guide- Occupational Therapy (Honours)” document.  This will be monitored by the WIL team (wil-hmas@cqu.edu.au), who will notify the unit coordinator in Week 3 about any student not compliant with their mandatory checks, as listed below:

• Immunisations and Vaccines
• Student Declaration & Confidentiality pledge
• Working with Children Check (QLD Blue Card)
• National Criminal Record check
• First Aid and CPR
• CQUniversity Compliance

If you have incomplete SONIA checks you will not be able to participate in the evaluation intensive, which may impact your progression in the CB84 course.

Important: For Year 2, you do not need to complete the Queensland Health Requirements and Compliance checks as these must be completed in Term 1 Year 3 before you start professional practice placements in OCCT13009.

Instructions for competing the WIL hours log

You will complete the OCCT12003 Moodle Wiki (located in the Assessment Tile) detailing your individual hours of Work Integrated Learning (WIL) associated with your intensive and simulation learning for sign off by the Unit Coordinator. You must document and have signed by the Unit coordinator a minimum of 25 WIL hours for this unit. The WIL hours do not form part of your summative grade however the 25 WIL hours minimum requirement ensures that you meet the total 1000 hours of professional practice required to graduate.

Important: If you have recorded fewer than the 25 minimum WIL hours you may need to perform additional simulated learning tasks to meet the minimum hours requirement. It is important that you regularly attend classes, the intensives and IPE meetings to ensure that you will meet the minimum hours requirement.

What can I include in my WIL Hours log Moodle Wiki?

You can include:

• The Week 5 and 10 intensives- up to 12 hours
• The IPE case meetings and preparation- up to 6 hours
• Portfolio tasks- up to 7 hours
• Anything else that you have checked with the unit coordinator is eligible to be counted as WIL.

How do I record my WIL hours in the Moodle Wiki?

Here is an example WIL hours log Wiki entry:

• Please include the actual dates, time spent, using a minimum increment of 0.25 hours, and a brief description of the type of WIL activity undertaken.
• Please leave the UC signature column blank for checking. If you change the log once a row has been signed by the UC, please delete the signature to indicate that it needs to be rechecked.
• Please ensure that the total hours for each week are calculated and shown- do not include a total that represents cumulative hours as this makes it harder to check your calculation.
• Detailed instructions for editing your individual WIL hours Wiki page are available on Moodle.
• We will check your Wiki during the term, usually around Week 6, to troubleshoot any issues you may have with entering your details, and again at the end of the term for final marking.

There are three possible outcomes from this Pass/Fail task:

1. Pass:

• When we have checked your WIL hours Wiki and signed off that you have completed the required 25 hours minimum, your Hurdle Task will be marked as a Pass in Moodle Gradebook.

2. Interim PO Grade:

• Offered for a limited time for incomplete hours: Students will receive a message via email advising them to follow up their WIL hours log Wiki that shows less than 25 WIL hours and complete it by a strict deadline (to be advised).

3. Fail:

• If you do not complete your Wiki to show evidence of completing a minimum of 25 WIL hours within 2 weeks of the Hurdle Task due date, at Certification of Grades you will receive a Fail for this Hurdle task and subsequently for the OCCT12003 unit.

There is no marking rubric associated with this Pass/Fail task.