Lecture: 4 hours/week
In this course, students engage in a variety of learning activities such as lecture, class discussions, small group work, and student presentations.
Assessment history and complexities
Principles of assessment and the assessment process
Evaluating and critiquing assessments
Assessment documentation
- Assessment protocols
- Individual program plans
- Documenting client data
Designing agency-specific assessments
Assessments used by allied health professions
Language and culture considerations in the assessment process
Assessments for specific client groups
- Older adults
- Clients with intellectual disabilities
- Physical health outcomes
- Behavioural health outcomes
Upon successful completion of this course, the student will be able to:
- Describe assessment terminology and philosophical links to research and evaluation;
- Discuss factors for selecting an assessment instrument;
- Discuss ways to evaluate a commercial assessment instrument;
- Design and implement an assessment protocol including documentation in a client’s record;
- Apply a variety of assessment instruments related to key concepts such as quality of life, psychological health, social functioning, self-efficacy;
- Explore the use of assessment instruments in research;
- Apply observation as an assessment procedure;
- Discuss ways to develop an agency specific assessment instrument.
Assessment will be based on course objectives and will be carried out in accordance with the Douglas College Evaluation Policy. An evaluation schedule is presented at the beginning of the course. This is a graded course.
Typical means of evaluation would include a combination of:
- Testing
- Written assignments
- Presentations
Instructors may use a student’s record of attendance and/or level of active participation in a course as part of a student’s grade performance. Where this occurs, expectations and grade calculations regarding class attendance and participation will be clearly defined in the instructor’s course outline and allowed for in the course curriculum guideline.
This course may have an assignment that has been identified as part of the TR Department Research Framework and therefore the assignment must be passed at a minimum of a C (60%) level in order for a student to achieve a C (60%) final grade in the course. Each course outline will clearly identify these research framework assignments if relevant.
All students in the Therapeutic Recreation program, both diploma and degree students, are required to attain a minimum of 60% (C letter grade) in all courses utilized for credit towards a Diploma and/or Degree in Therapeutic Recreation in order to progress in the program.
Textbooks and materials are to be purchased by students. A list of required textbooks and materials is provided for students at the beginning of the semester.
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