University of Edinburgh

Functional Assessment of Vision

Presented 19-20 March 2008

Course Evaluation summary; day 1

Number of Participants: 37
Number of Respondents: 34

Overall Assessment:

How would you rate the following: Excellent = 1; Poor = 5

Enhancement to your expertise



Content and supplementary material



How will you use what you have learned today?

It has given me a better awareness of how to use many of the tests we have. Good advice on how to administer tests I have not used.
Some of the assessment tools are not appropriate for the client group I work with and will be interesting to see MDVI tools on Day 2.
Some components relevant to FVA done in class.
In O&M assessment and training within my organisation - less intimidated re approaching school low vision professional.
Teach music - don't do FVA assessments, but gives me more insight into the process taken to get to the information that informs my teaching approaches.
Hopefully get the chance to do some of the tests for pupils' school reviews.
Eye movement assessment. Acuity assessments.
Improve my knowledge of doing visual assessments.
When completing functional assessments.
Better knowledge of students' conditions and tests they are likely to have experienced at an earlier age.
May enhance needs assessment problems in terms of background knowledge.
Enhanced understanding of visual impairment may assist with needs assessments.
I now have a better understanding of what takes place during functional vision clinics.
To improve my professional practice in school.
How tests should be administered and other areas to look for in assessment.
I will use this in a practical way in my work and also to cascade to colleagues.
I will further investigate, and possibly use, some of the tests demonstrated today.
I found the course content very interesting. I may be able to use parts of what I have learned. However, many of my pupils have additional learning disabilities.
To improve my functional assessments in the future.
Make my assessments more organised. Produce a checklist to use as a guide. I now have a more detailed understanding of some conditions, eg; squint.
To support my ongoing FVA and observations of MDVI pupils - reinforced skills and highlighted the importance of gathering information on pupils vision before embarking on the process.
To assist with functional vision assessments for school aged pupils.
Hopefully to make better assessing results of children.
To disseminate with colleagues and use in practice.
As a support in my regular assessments.
To use with assessment work in my area of orientation and mobility.
Visual acuity methodologies.
Feel more confident when doing assessing functional vision.
Practical tips for FVA.

How would you rate the following: Excellent = 1; Poor = 5

Clarity of presentation



Pacing of course/event



What was best about the course/event?

The hints and tips – these can make such a difference to quality of delivery when undertaking these tasks.
Observing assessments being carried out.
Practice session. Hands on.
Meeting other professionals and clear explanations of testing procedures.
Hands on/practical demonstration of assessment materials.
Going gradually through assessments, with time allowed for questioning at the end.
The variety of the assessments discussed.
Going through the procedures for using the assessments.
Variety of tests demonstrated and explanation of jargon.
Quality of speakers/presentation. (2)
The information of the functional vision tests.
Exposure to a wide variety of tests and how to carry them out.
Looking at testing and why it should be done.
The opportunity to see and use the assessment tools.
Learning about the various tests.
Being given the opportunity to try out vision assessments.
The breadth of the course - showing the many tests available. A whistle-stop tour.
Presentation by the Orthoptist.
I enjoyed the practical workshops and the discussion and questions arising from the session.
The demonstration of the assessments. (2)
Afternoon session, but each item/test should have been clearly named before it was used.
Practical element. Much of the discussion on clinical visual function, although not applied in my own work. Gave an understanding of the various strategies/tests used.
Learning about the tests that are available. Being able to share ideas with others.
2nd seminar. Practical.
Practical experiences.
Seeing an assessment done by an expert.

What, if anything, could have been improved about the course?

I think it would have been better to have had small groups where you could practise the assessments.
Put tests on PowerPoint.
Font size on sections of handouts larger/pictures/graphs clearer.
Morning session far too theoretical for my stage of VI training and experience.
Perhaps some of it was too technical/scientific.
Clear explanation of difference between functional assessment and clinical assessment at start of day.
Perhaps we could have carried out the tests in small groups so that we all got a turn.
Morning presentation was far too long. Some aspects of the PowerPoint presentation were extremely detailed and assumed prior knowledge of vision assessment.
I did feel a little bombarded with the assessments available, but very useful to see what is out there!
Afternoon could have been speeded up a bit. I felt we didn’t need to see whole test. Demo between Janis and Jennifer would have been fine.
Perhaps made the group smaller - split, to encourage, give more time for sharing of practice.
More time on the demonstration of the assessments.
More time to talk to participants.
Label each slide with the name of the tests.
Jargon issues used by professionals. What does it really mean? - on a practical level.
I enjoyed the course. Possibly ventilation into the room. A pen and paper. Course to be brought to Ireland.
Strategies on how to deal with bad results from one practical session. For children for us to enhance their learning.
Smaller group, so more time for practical experience.

Any other comments regarding the course?

Valuable session in afternoon showing how to use tests. Very informative. Thank you.
Could not hear a lot of the discussion.
Very informative.
There was a problem for some of us being able to hear in the morning, but this was not because of the speakers. It was because of some of the participants who persistently talked throughout the presentation. There was no fault on behalf of the presenters.
Accompanied by a visually impaired colleague who was somewhat excluded during afternoon session as nothing was in place to support his learning..
Good to network. (2)
I enjoyed it!
Really useful. I found it especially interesting as an ex-science teacher.
No - other than to say it was an interesting and enjoyable day - thought provoking.
Presentation was flicked through on occasions. We need more information on the rating scales used per test. Perhaps the postgrads knew the content, I did not and felt slightly rushed.
Very enjoyable, good atmosphere and ability to participate freely.
More explanation and course on understanding jargon. Excellent thanks.

Location and Venue

Convenient location for this course: No Response 10; Yes 22; No 2

Excellent = 1; Poor = 5

Convenience of venue



Quality of venue



Likely to attend if venue was used again:No Response 2; Likely 29; Less Likely 3

What other CPD training would you like the SSC to provide?

How to bridge the gap from the clinic to the classroom.
Wheelchair mobility/MDVI mobility strategies.
Visual perception.
Further courses where the knowledge of orthoptists/medics can be 'tapped into'.
Relevant to HE visual awareness for needs assessment.
Myles Irlen assessment training.
Consideration of VI support in HE.
Visual impairment training in relation to HE sector.
Visual impairment and strategies for supporting HE students.
Specialist courses covering assessment of people with learning disabilities/physical disabilities.
Music Braille.
Wheelchair mobility. CP and frames, walking frames.
Massage techniques for multiple disabled children.
How to train children to improve their social skills (not the necessity for).

Outcomes Assessment

Chartered Teacher Standard components:
Very useful = 1; Not useful = 5

your professional values and personal commitment



your professional knowledge and understanding



your professional and personal attributes