Internal Assessment with External Moderation of a Course in Occupational Therapy

Abstract

This article describes the way internal assessment with external moderation has been put into practice at a School of Occupational Therapy, and the particular problems involved in being the first to do so. It explains the role of the Validation Board and the moderators, how this School's submission was prepared, presented and approved, and what the effect has been on the students, School staff, and clinical supervisors. The author believes that although more work is necessary by all concerned in the initial stages, there is greater satisfaction for staff and benefit to the student through self-directed learning and a fairer system of assessment.