Abstract:
This study explored the relationship between the practical
examination and other course evaluation methods~ specifically,
the triple jump, tutorial, and written examination. Studies
correlating academic and clinical grades tended to indicate that
they may not be highly correlated because each evaluation process
contributes different kinds of information regarding student
knowledge, skills, and attitudes. Six hypotheses were generated
stating a positive relationship between the four evaluation methods.
A correlation matrix was produced of the Pearson Product Moment
correlation co-efficients on the four evaluation methods in the
second and third year Occupational Therapy Technique and Clinical
Problem Solving courses of the 1988 and 1989 graduates (n~45).
The results showed that the highest correlations existed between
the triple jump and the tutorial grades and the lowest correlations
existed between the practical examination and written examination
grades. Not all of the correlations~ however~ reached levels of
significance. The correlations overall. though, were only low to
moderate at best which indicates that the evaluation methods may
be measuring different aspects of student learning. This conclusion
supports the studies researched. The implications and significance
of this study is that it will assist the faculty in defining what
the various evaluation methods measure which will in turn promote
more critical input into curriculum development for the remaining
years of the program.
