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Unit of study_

OCCP5217: OT Assessment and Planning

Students will learn to determine and plan relevant occupational therapy strategies to address OT relevant needs of individuals. Students will learn to identify client problems as the clients see them and from different theoretical perspectives. Students will acquire the skills necessary to interview clients, assess their abilities and limitations in performing the daily activities which are appropriate to client roles, determine the extent of the mismatch between what clients would like to do and what they can do. Students will learn to identify problems with a range of clients with the focus being consumer (client) perspectives of problems. Students will learn to determine the appropriateness of, and select from a variety of assessment methods including interviews, clinical observation, standardised and non-standardised assessments and environmental evaluations. They will learn to clearly articulate the conceptual foundation and rationale for their choices.


Academic unit
Unit code OCCP5217
Unit name OT Assessment and Planning
Session, year
Semester 1, 2020
Attendance mode Normal day
Location Cumberland, Sydney
Credit points 6

Enrolment rules

Available to study abroad and exchange students


Teaching staff and contact details

Coordinator Joan O'Donnell,
Lecturer(s) Lynette MacKenzie ,
Tutor(s) Bronwyn Simpson Simpson ,
Administrative staff Queries should be directed to the Sydney School of Health Sciences Learning and Teaching administrative Unit at -
Type Description Weight Due Length
Final exam Exam
Online exam
55% Formal exam period 2 hours
Outcomes assessed: LO1 LO12 LO11 LO10 LO9 LO8 LO7 LO6 LO5 LO4 LO3
Participation hurdle task Tutorial attendance
Attendance will be taken at each 2 hour tutorial.
0% Multiple weeks
Closing date: 26 May 2020
Attendance of a minimum of 10 tutorials
Outcomes assessed: LO1 LO13
Skills-based evaluation hurdle task Recorded interview
Oral presentation
20% Week 08 10 minutes
Outcomes assessed: LO2 LO3 LO5
Presentation group assignment Recorded group case presentations
Case study 5 marks allocated individually for verbal presentations skills
25% Week 12 20 minutes total time
Outcomes assessed: LO1 LO12 LO11 LO10 LO9 LO8 LO7 LO6 LO5 LO4 LO3
hurdle task = hurdle task ?
group assignment = group assignment ?
  • Interview viva voce: The examiner will be the interviewee. After the 8 minute interview, the examiner will ask for a 2 minute summary of information gained from the interview. Interviews will be recorded. You must complete all the assessment tasks to pass the entire unit. Failure to complete any assessment item will result in you being awarded a Fail grade, regardless of your cumulative marks in the unit of study.
  • Case presentation: Students will work in a small group and complete either an adult or paediatric case study. Students will be allocated 2 hour tutorials to work through the OT process and develop a case study presentation summarising the steps
    that they took to demonstrate the OT assessment and planning
  • Exam: Students will be allocated a case study during the last week of class. Students will be required to prepare themselves for the tasks set in the examination by researching the case thoroughly and gathering relevant information to bring to the examination.

Detailed information for each assessment can be found on Canvas.

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



75 - 84



65 - 74



50 - 64



0 - 49

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

For more information see

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.

Special consideration

If you experience short-term circumstances beyond your control, such as illness, injury or misadventure or if you have essential commitments which impact your preparation or performance in an assessment, you may be eligible for special consideration or special arrangements.

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.

WK Topic Learning activity Learning outcomes
Week 01 Introduction to assessment in occupational therapy, defining occupational performance issues Lecture (1 hr) LO2 LO4
Communication skills Tutorial (2 hr) LO2 LO5
Week 02 Interviewing guests Lecture (1 hr) LO2 LO3 LO5
Person-environment-occupation model and interviewing skills Tutorial (2 hr) LO2 LO3 LO4 LO5
Week 03 Introduction to the Australian health system Lecture (1 hr) LO1 LO7
Goal setting - shared decision making in practice Tutorial (2 hr) LO1 LO2 LO3 LO5 LO11
Week 05 Selection of assessments Lecture (1 hr) LO4 LO5 LO6 LO7 LO8
Selecting assessments Tutorial (2 hr) LO4 LO7
Week 06 Activities of daily living/instrumental adcitivities of daily living assessments Lecture (1 hr) LO1 LO4 LO5 LO7
Activities of daily living assessments and case allocation Tutorial (2 hr) LO1 LO4 LO5 LO7
Week 07 Paediatric assessment Lecture and tutorial (3 hr) LO1 LO5 LO8 LO10 LO12
Week 08 Mental health assessments Lecture and tutorial (3 hr) LO1 LO3 LO5 LO6 LO7 LO8 LO9 LO10 LO12
Week 09 Home visit and mobility/falls assessments Lecture (1 hr) LO1 LO6 LO7 LO8 LO9 LO10 LO11 LO12
Falls, mobility and home visit assessments Tutorial (2 hr) LO1 LO3 LO6 LO7 LO8 LO9 LO10 LO11 LO12
Week 10 Cognitive and driving assessments Lecture (1 hr) LO1 LO3 LO4 LO5 LO6 LO7 LO8 LO9 LO10 LO11 LO12
Cognitive assessments and case study preparation Tutorial (2 hr) LO1 LO3 LO4 LO5 LO6 LO7 LO8 LO9 LO10 LO11 LO12
Week 11 Assessment through play Lecture (1 hr) LO3 LO4 LO5 LO7 LO9 LO12
Case study preparation Tutorial (2 hr) LO1 LO5 LO6 LO7 LO8 LO9 LO10 LO11 LO12 LO13
Week 12 Pressure care assessments Lecture (1 hr) LO1 LO5 LO6 LO7 LO9 LO12
Week 13 Summary, exam prep Lecture (1 hr) LO8 LO9 LO12 LO13
Exam prep Tutorial (2 hr) LO1 LO4 LO5 LO6 LO7 LO8 LO9 LO10 LO11 LO12 LO13

Attendance and class requirements

Attendance: Students must attend one tutorial per week and one lecture per week. Attendance at tutorials is compulsory in this unit and will be recorded for the tutorial groups. A student who attends a minimum 10 of the 12 tutorials will be eligible to sit the examination. Students who attend fewer than 10 tutorials must be approved special considerations through the formal applications process to be eligible to sit the final examination. If approved, the student must complete, submit and have assessed as satisfactory, prescribed “work in lieu” modules by the end of week 12.

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

All readings for this unit can be accessed through the Library eReserve, available on Canvas.

  • Law, M., Baum, C., & Dunn, W. (Eds) (2016). Measuring occupational performance: Supporting best practice in occupational therapy. (3rd ed) SLACK: Thorofare

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. explain the process of occupational therapy from referral to discharge, with a focus on explaining the place of assessment and planning in the context of the occupational therapy process
  • LO2. demonstrate the skills necessary to interview clients
  • LO3. apply a consumer/client perspective to the identification of occupational performance issues with a range of clients
  • LO4. demonstrate the skills necessary to assess clients’ abilities and limitations in performing the daily activities appropriate to client roles
  • LO5. frame the assessment of client abilities and limitations within an occupation-based theoretical framework
  • LO6. critique standardised assessments commonly used in practice in terms of their reliability, validity and measurement parameters (e.g. frequency, duration, measurement criteria), and their application to measurement decisions
  • LO7. determine the appropriateness of, and select from a variety of assessment methods including interviews, clinical observation, standardised and non-standardised assessments and environmental evaluations
  • LO8. clearly articulate the conceptual foundation and rationale for your choices of assessment strategies when applied to individual cases
  • LO9. plan and execute selected measurement strategies appropriately
  • LO10. interpret assessment findings in relation to occupations, tasks, roles and environments, and document these
  • LO11. write short and long-term goals that are measurable, based on assessment findings
  • LO12. link assessment findings to a beginning-level intervention plan which incorporates goals, strategies, and selection of appropriate interventions
  • LO13. reflect on your own level of capability in occupational therapy assessment and planning, and set goals for continued learning in the semester which follows.

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
Australian occupational therapy competency standards 2018 -
Competency code Taught, Practiced or Assessed Competency standard
1.1 T Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct
1.10 A Practises within limits of her/his own level of competence and expertise
1.5 A Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups
1.7 T Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice
1.9 A Identifies and manages the influence of her/his values and culture on practice
2.1 A Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
2.2 A Applies theory and frameworks of occupation to professional practice and decision-making
2.3 A Identifies and applies best available evidence in professional practice and decision-making
2.5 A Maintains current knowledge for cultural responsiveness to all groups in the practice setting
2.8 A Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice
3.1 A Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement
3.2 A Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals
3.3 A Collaborates with the client and relevant others to determine the priorities and occupational therapy goals
3.4 A Develops a plan with the client and relevant others to meet identified occupational therapy goals
3.7 A Reflects on practice to inform and communicate professional reasoning and decision-making
3.8 A Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment
4.1 A Communicates openly, respectfully and effectively
4.10 A Seeks and responds to feedback, modifying communication and/or practice accordingly, and
4.11 A T Identifies and articulates the rationale for practice to clients and relevant others.
4.2 A Adapts written, verbal and non-verbal communication appropriate to the client and practice context
4.4 A Uses culturally responsive, safe and relevant communication tools and strategies
4.9 A Uses effective communication skills to initiate and end relationships with clients and relevant others
Feedback from students last year indicated peer review of presentation performance and participation was not in a standardised manner. This will not be a requirement, and instead presentation performance/communication will be marked by the examiner for each individual


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