SPEF-R2 Training

Customising Item Examples

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  2. SPEF-R2© Modules
  3. Module One: Before the Student Arrives
  4. Part Two: Completing Key Tasks Before Your Student’s Arrival

Now that you have chosen which stream to use in your workplace, you can start "customising" item examples.

Items and examples revisited

Before discussing "customising" item examples, let's quickly review key points about items and their examples…

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  • Each item bank is made up of items, which identify the knowledge, behaviours and skills required to pass the associated learning objective. As you can see in the example above, items are written in bold.

    As in the example provided here, some items are considered "core" i.e. foundational to the practice of occupational therapy. Students are required to pass every core item.

  • Additional information is provided immediately after the item in the form of examples. These examples not only provide clarification about what each item captures, they may also help you remember what your student has done and/or provide prompts regarding new experiences to plan for. The examples also provide students with significant cues about what is required.

 

 

I have noticed that some behaviours appear in a number of items. Why is that?

Occasionally you may notice that examples contain behaviours that have been included in previous items e.g. practices in a culturally responsive manner. This has been done intentionally, primarily to act as a prompt to students regarding the range of contexts where this is applicable. It again may also help you to remember specific occasions when you have had the opportunity to observe the behaviour.