The OT-team continues to develop23 June 2017 00:00 | OT Euromaster
In the EuroMaster in Occupational Therapy (OT), teachers from five countries teach students from at least as many countries in each class. The diversity of cultural background is wide, the differences in educational systems and the development of occupational therapy in all these countries also. How is it possible to treat the students fairly and evenly and to evaluate their work consistently?
In the back, from left: Marie-Antoinette van Kuyk-Minis (Independent member of Examination Board); Debbie Kramer-Roy (AUAS, Director Education); Jon Wright (UoB, module 1 and thesis examiner); Fenna van Nes (AUAS, coordinator of the thesis module and examiner); Sofia Vikström (KI, thesis examiner); Hans Jonsson (KI, Chair Examination Board and thesis examiner); Ton Satink (AUAS, module 2 and thesis examiner); Lee Price (UoB, Board member and module 1 and thesis examiner); Jesper Maersk (UCSJ, module 4 and thesis examiner)
In the front, from left: Brigitte Gantschnig (ZHAW, module 3 and thesis examiner); Line Lindahl (UCSJ, module 4 and thesis examiner); Claudia Galli (ZHAW, Director Organisation); Ann-Helen Patomella (KI, module 5 and thesis examiner); Heidi von Kurty (UoB, module 1 and thesis examiner); Mandana Fallahpour (KI, module 5 and thesis examiner); Mette Andresen (UCSJ, module 4 and thesis examiner).
Not on the picture: Anders Kottorp (ZHAW, module 3 and thesis examiner); Christina Schulze (ZHAW, module 3 and thesis examiner); Staffan Josephsson (KI, module 5 and thesis examiner); Carola Döpp (AUAS, module 2 and thesis examiner)
The EuroMaster team is composed of colleagues from the Amsterdam University of Applied Sciences (AUAS, NL), the University of Brighton (UoB, UK), the University College Zealand (UCSJ, DK), the Karolinska Institutet (KI, SWE) and the Institute of Occupational Therapy of ZHAW. The students of each cohort come from at least five to six different countries within and outside Europe. The students complete the same program, according to the same regulations and are assessed according to the same criteria. The assignments consist of written papers, which are assessed by the teachers and provided with qualitative feedback.
How is it possible to keep the consistency of the assessments high and to assess the work on the same criteria? The formulation of competencies to be developed in each module and in the program as a whole, written criteria for the examination of these competencies and a clearly defined assessment process form the basis for this but are not yet sufficient. Exchange, critical scrutiny of their own assessments, discussion of the criteria and introduction of new colleagues into the system are at least as essential.
This exchange usually takes place at several "staff meetings" per year and the processes are regularly checked by the Examination Board. For this year, the team has undertaken to further develop the competencies, the assessment criteria and the assessment processes in a targeted and compact way, and to develop a so-called "Basic Examiner Qualification". This "exam of the examiners" is a requirement of the Amsterdam University of Applied Sciences and relevant for the accreditations in the Netherlands. And for the EuroMaster team it is a welcome and appropriate challenge.
That is why the almost complete EuroMaster team met for a workshop in Winterthur. In intensive two days of individual and group work and exchange in the whole group, a critical reflection of the criteria, competencies and processes took place. The results serve every colleague as a basis for his Examiner Qualification and will also be pursued at the next staff meetings - a work that ultimately benefits the students.