Over the course of this term I have learned a lot about the process and procedural parts of ORAE. As someone who lives in higher education academic settings I find that much of what we covered is centered around K-12 learning and assessment. I have found that many of the assessments that are used are inherently biased due to the students and systems that they are assessing. Utilizing assessments that are created to assess white, upper middle class children and their institutions to assess schools where food insecurities, low SES, and even homelessness and violence are everyday occurrences seems viscerally wrong. From a higher ed perspective I see where these types of assessments could be more applicable but in being more applicable we see the inherent homogeneous characteristics of certain professions and educational schools.
I would like to see new assessments created through ORAE which looks more closely at the contextual environments in which the assessments take place. I would like to see the assessments utilize, more abundantly, qualitative and quantitative measures. I would like to see people from the groups whom are frequently assessed have some say in how the assessments are created, implemented, and disseminated.
As we continue to push forward in occupational therapy education we see how the stakeholders are considered as well as how the current programs are evaluated and how changes are implemented because of the findings.
References
American Occupational Therapy Association. (2018). ACOTE update on entry-level education.
Retrieved from
https://www.aota.org/~/media/Corporate/Files/EducationCareers/Accredit/Announcements/ACOTE- Update-on-Entry-Level-Education.pdf
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