SPEF-R2 Training

Rating Student Performance

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  2. SPEF-R2© Modules
  3. Module Three: At Halfway and Final Evaluation
  4. Part One - At Halfway Evaluation
One of the key activities when completing the SPEF-R2© is allocating a rating for each relevant item. The following sections will provide you with the necessary information to both understand and apply the rating scale.

The rating scale

For this section it will be important to be able to refer to the SPEF-R2© User Manual. Please turn to page 10 of the User Manual.

What standards are used to rate student performance and what do the ratings mean?

At the halfway evaluation you need to provide a rating of your student's performance for each relevant item using the five point scale or use insufficient observation or not applicable (this last category will have been chosen when customising the items for your workplace).

As you will note, the rating scale fundamentally distinguishes between satisfactory and unsatisfactory performance.

A rating of 3 or above indicates that a satisfactory standard of performance has been demonstrated. Therefore, a 3 or above is considered a pass for the item.

Ratings of N/A and I/O are also counted as a pass for an item when determining an overall result for the learning objective.

For each standard of performance, the rating scale incorporates the following key concepts

  • the student's awareness of and adherence to behaviour that is safe and appropriate e.g. physical and psychological safety, cultural competence
  • the degree of assistance/prompting/monitoring the student requires (as appropriate to the setting)
  • the student's level and application of knowledge and skills
     

Where can I go to read more about the different standards of the rating scale?

If you would like to read an example of what student performance could look like at different levels of the rating scale you can read Appendix A on pages 33-38 of the User Manual.

How do I indicate my rating decision?

If you are using the paper-based/hard copy version of the SPEF-R2, simply tick the appropriate box from the halfway line of boxes as shown in the diagram to indicate your rating choice. For those using the SPEF-R2 Online system, you will click on the check-box that corresponds with your rating choice. Both are demonstrated in the diagrams below.

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What is the significance of core items?

Core items are considered essential components of occupational therapy practice and therefore the rating of these items has a significant bearing on the overall outcome. Students must pass each core item to pass the evaluation overall. In other words, if your student scores a 1 or a 2 on a core item, the student has failed the assessment overall. Core items are identified in every learning objective.

How are core items identified on the form?

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Core items are easily identified on the form and online system. Look for these symbols: ➤ and 

How were the core items selected?

In the initial development of the SPEF, core items were identified following a review of the Australian Competency Standards for Entry-Level Occupational Therapists (OT Australia, 1994). In the development of the SPEF-R©, results of student performance were also considered, particularly deficiencies that commonly contributed to student failure. The SPEF-R2© incorporates further changes to core items based upon the Australian Occupational Therapy Competency Standards (Occupational Therapy Board of Australia, 2018), and an extensive national consultation and pilot process involving feedback from clinicians, university staff and students.