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Unit of study_

OCCP4089: Evaluation in Professional Practice

Intensive May, 2024 [Normal day] - Camperdown/Darlington, Sydney

Working as a professional requires a high degree of autonomy, a dedication to life-long learning, a capacity to work in partnership with others, and an ability to reflect on the quality of one's practice and service delivery. This unit of study emphasises the role of evaluation and outcome measurment as a component of evidence-informed occupational therapy practice. Students will learn how to evaluate the process and outcomes of services, how to select, appraise, and apply outcome measurement in a practice context when evaluating outcomes of occupational therapy services. Students will develop skills for designing and disseminating program evaluation plans to contribute to monitoring, and evaluation for practice improvement.

Unit details and rules

Unit code OCCP4089
Academic unit Participation Sciences
Credit points 6
Assumed knowledge


Available to study abroad and exchange students


Teaching staff

Coordinator Anne Cusick,
Type Description Weight Due Length
Assignment Portfolio of small tasks
Portfolio of of tasks completed in online learning & in-class.
60% Week 08
Due date: 18 Apr 2024 at 18:00
Approximately 3000 words
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6
Assignment Evaluation proposal
Evaluation proposal for a proposed or existing program
40% Week 09
Due date: 26 Apr 2024 at 23:59
Approx 2000 words
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6

Assessment summary

Assessment 1: Portfolio of small tasks
Students will complete a number of tasks in online independent learning modules that occur before each block mode teaching on-campus. Students bring their completed online work to the relevant block-class.  Within block mode teaching, students will engage in small learning teams (3 or 3 members) to develop, refine and apply a variety of skills required to meet the learning outcomes. The outcomes of these tasks will comprise completed work that is added to the culumlative contents of the portfolio. Formative feedback on the online and in-class work will be provided through peer review and appraisal as well as general “whole-of-class” feedback. This feedback can be used by students to revise and enhance their portfolio, with original work, peer feedback, appraisal and revisions being included in the portfolio submission to show the student's  development of ideas, expertise and EBP skills. The portfolio is a collection of work, submitted to the teacher in hard copy at the end of Block Teaching scheduled for 18.4.24 concluding at 6pm. 

Assessment 2: Evaluation Proposal
Drawing together all aspects of learning, students will prepare an evaluation proposal for an occupational therapy program. Guided by a structured template, students will identify existing knowledge and knowledge gaps and outcome measures suitable to be implemented in the evaluation. Programs/ interventions to be evaluated could be ones that students have observed during placement experiences in OCCP3101 or they could be a program/ intervention agreed by the learning team. Students may work together in their learning team during block teaching classes, but the evaluation proposal assignment is to be completed individually and be the student's own work. Generative AI is not to be used. The Evaluation Proposal is to be submitted online through Canvas on Friday Week 8 (26.4.24) 

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range


High distinction

85 - 100

Outstanding level of achievement: Moves well beyond what would normally be expected for the student’s level of learning.  The work is structured appropriately, deeply analytical and well supported.


75 - 84

Excellent level of achievement: Clearly structured and presented.  Ideas/arguments are well articulated and systematically presented.  All tasks set by the assessment item are completed.  Work is comprehensive, analytical and presents evidence of critical thinking.


65 - 74

Above average level of achievement:  Incorporates many of the aspects listed above but without the same degree of analysis or critical thinking.  Demonstrates a sound understanding of the content.


50 - 64

Acceptable level of achievement: Work submitted meets the basic requirements of the set task.  Demonstrates a basic understanding of the topic/issue/concern but is less precise and less discriminating than higher level responses.


0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see

For more information see guide to grades.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

It is expected that unless an application for special consideration, special arrangement or previously arranged disability adjustment has approved an extension, students will result in an academic penalty. As per the USYD Assessment Policy 2011, Section 7A Clause 4 and 5 - (4) For every calendar day up to and including ten calendar days after the due date, a penalty of 5% of the maximum awardable marks will be applied to late work. (a) The penalty will be calculated by first marking the work, and then subtracting 5% of the maximum awardable mark for each calendar day after the due date. (5) For work submitted more than ten calendar days after the due date a mark of zero will be awarded. The marker may elect to, but is not required to, provide feedback on such work.

Academic integrity

The Current Student website  provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.  

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

WK Topic Learning activity Learning outcomes
Mid-semester break Online independent learning activities for completion prior to Topic 1 block teaching Independent study (8 hr) LO1 LO2 LO4
Week 07 TOPIC 1 - The EBP process: asking answerable clinical questions, deciding what type of evidence you need, accessing research evidence, using tools and techniques in real-time, managing the information you find, correct reporting of sources. Block teaching (6 hr) LO1 LO2 LO4
Online independent learning activities for completion prior to Topic 2 block teaching Independent study (8 hr) LO1 LO2 LO4
TOPIC 2 - The EBP process: Judging the methodological quality of research evidence using critical appraisal; judging the clinical relevance of research evidence in relation to your clinical information needs; applying evidence in practice through clinical reasoning and practice redesign. Block teaching (6 hr) LO3 LO4
Week 08 Online independent learning activities for completion prior to Topic 3 block teaching Independent study (8 hr) LO1 LO3 LO4 LO5 LO6
TOPIC 3 - EBP approaches to evaluation of program/ intervention effectiveness: using evidence to decide what aspect of the program/ intervention goal will be evaluated; using evidence to understand the mechanism of action was used to achieve change and how this can be measured; selecting relevant strong outcome assessments for the evaluation using clinimetric evidence; correct reporting of assessments. Block teaching (6 hr) LO1 LO2 LO3 LO4 LO5 LO6
Online independent learning activities for completion prior to Topic 4 block teaching Independent study (8 hr) LO1 LO2 LO3 LO4 LO5 LO6
TOPIC 4 - Evaluation of program effectiveness : program evaluation plan components; program evaluation plan templates; correct reporting for real-world program evaluation plan applications; stakeholder contributions to planning processes; stakeholder input to effectiveness evaluations; program evaluation plan contexts - inputs, professes, intended and unintended consequences. Block teaching (6 hr) LO1 LO2 LO3 LO4 LO5 LO6

Attendance and class requirements

Attendance at all 4 workshops is mandatory. Any absence needs to be approved via special considerations process.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Hoffman, T., Bennett, S., & Del Mar, C. (2017). Evidence based practice across the health professions, 3rd Edition, Elsevier. eBook ISBN: 9780729586085. Chapters 1, 2, 3, 4, 13, 15, 17. 

Laver-Fawcett, A. (2014). Routine standardised outcome measurement to evaluate the effectiveness of occupational therapy interventions: essential or optional, Ergoterapeuten 4: 28-37. 

New South Wales Agency for Clinical Innovation. (2013). Understanding Program Evaluation: An ACI Framework;

Taylor, R.R. (2017). Chapter 5 : Critically appraising and classifying published and presented research, Chapter 5 in, Renee
R. Taylor (Ed). Kielhofner's research in occupational therapy :
methods of inquiry for enhancing practice.
Philadelphia : F.A. Davis Company, pp. 47-58

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. consolidate knowledge from previous units of study on measurement constructs and outcome measurement
  • LO2. recognise the role of individual client and program evaluation in measuring processes and outcomes
  • LO3. understand and describe the value of outcome measurement as a key component of evidence-informed OT practice
  • LO4. apply appraisal tools and guidelines to outcome measures suited to occupational therapy interventions
  • LO5. articulate the components of program logic and apply to evaluation and outcome measurement in occupational therapy programs
  • LO6. apply outcome measurement, program logic, and evidence-informed practice to an occupational therapy program in an evaluation report.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities

This section outlines changes made to this unit following staff and student reviews.

Students found the online independent preparation work useful and the on-campus classes stimulating as they used a variety of teaching methods. The cumulative development of the portfolio and hard-copy progressive presentation of work at on-campus classes was valued. These strategies will be retained and refined in 2024.


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