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Development of a Comprehensive Practical Exam (CoPE) Assessment Process for Occupational Therapy Doctoral Students

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Title: Development of a Comprehensive Practical Exam (CoPE) Assessment Process for Occupational Therapy Doctoral Students
Language: English
Authors: Robert E. Larson, Cynthia G. Tiongco, Sandra M. Whisner, Laurie D. Stelter, Laura Alexander, Megan R. Taylor, Molly Setliff, Belinda D. Alexander, James Matthew D. Geddie, Paula Perkins
Source: Journal of Occupational Therapy Education. 2026 10(1).
Availability: Journal of Occupational Therapy Education. 521 Lancaster Avenue, Richmond, KY 40475. e-mail: jote@eku.edu; Web site: https://encompass.eku.edu/jote/
Peer Reviewed: Y
Page Count: 21
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Doctoral Students, Occupational Therapy, Allied Health Occupations Education, Aptitude Tests, Readiness, Clinical Experience, Scoring Rubrics, Performance Based Assessment
ISSN: 2573-1378
Abstract: Measures are needed to ensure students are adequately prepared for clinical experiences. A Comprehensive Practical Exam (CoPE) was developed based on high fidelity simulation and an Observed Structured Clinical Examination format to assess readiness for Level II fieldwork. Teams of faculty developed multiple case simulations with consistent components across the cases for first- and second-year student cohorts. Rubrics were developed for grading student performance on the simulations with categories required for Level I fieldwork completion as well as other components required for success on Level II fieldwork. The CoPE included three components: chart review/preparation, client interaction, and documentation. The first-year CoPE emphasized assessment and the CoPE in the second year emphasized intervention. A total of 350 students have been through the CoPE process with few requiring remediation. The assessment has been successful in identifying students who are not ready to advance in the curriculum, as well as identifying gaps in the curriculum which can be addressed to better prepare future students for Level II fieldwork experiences.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502596
Database: ERIC
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  Data: Development of a Comprehensive Practical Exam (CoPE) Assessment Process for Occupational Therapy Doctoral Students
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Occupational+Therapy+Education%22"><i>Journal of Occupational Therapy Education</i></searchLink>. 2026 10(1).
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  Data: Journal of Occupational Therapy Education. 521 Lancaster Avenue, Richmond, KY 40475. e-mail: jote@eku.edu; Web site: https://encompass.eku.edu/jote/
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  Data: <searchLink fieldCode="DE" term="%22Doctoral+Students%22">Doctoral Students</searchLink><br /><searchLink fieldCode="DE" term="%22Occupational+Therapy%22">Occupational Therapy</searchLink><br /><searchLink fieldCode="DE" term="%22Allied+Health+Occupations+Education%22">Allied Health Occupations Education</searchLink><br /><searchLink fieldCode="DE" term="%22Aptitude+Tests%22">Aptitude Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Readiness%22">Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Clinical+Experience%22">Clinical Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Scoring+Rubrics%22">Scoring Rubrics</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+Based+Assessment%22">Performance Based Assessment</searchLink>
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  Data: Measures are needed to ensure students are adequately prepared for clinical experiences. A Comprehensive Practical Exam (CoPE) was developed based on high fidelity simulation and an Observed Structured Clinical Examination format to assess readiness for Level II fieldwork. Teams of faculty developed multiple case simulations with consistent components across the cases for first- and second-year student cohorts. Rubrics were developed for grading student performance on the simulations with categories required for Level I fieldwork completion as well as other components required for success on Level II fieldwork. The CoPE included three components: chart review/preparation, client interaction, and documentation. The first-year CoPE emphasized assessment and the CoPE in the second year emphasized intervention. A total of 350 students have been through the CoPE process with few requiring remediation. The assessment has been successful in identifying students who are not ready to advance in the curriculum, as well as identifying gaps in the curriculum which can be addressed to better prepare future students for Level II fieldwork experiences.
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        PageCount: 21
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      – SubjectFull: Doctoral Students
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      – SubjectFull: Occupational Therapy
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      – SubjectFull: Allied Health Occupations Education
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      – SubjectFull: Performance Based Assessment
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