Exploring subjectivity in competency‐based assessment judgements of assessors

Aim The aim of this study was to evaluate the impact of a Clinical Educator model on the learning experience and environment for students, preceptors and managers. Methods A Clinical Educator position was established for the 10‐week dietetic clinical placement at Edith Cowan University. The Clinical Educator was responsible for overseeing the placement and assisting in the supervision of students. A qualitative descriptive approach using focus groups with purposive sampling explored the research question. Students (n = 10), preceptors (n = 21) and managers (n = 3) participated in separate focus groups. Data were thematically analysed with consideration given to participant and focus group commonalities and differences. Results The findings revealed that the Clinical Educator (i) reduced the logistical burden of student placements and improved time efficiency; (ii) facilitated student assessment within a programme of assessment; (iii) was uniquely positioned to provide support and enhance student confidence; and (iv) enhanced capacity to manage underperforming and challenging students. Conclusions The Clinical Educator model increased student confidence, facilitated quality assessment and supported the management of underperforming students. This was achieved by reducing the burden of clinical placements, facilitating effective and timely communication between stakeholders and supporting the establishment of meaningful relationships which enriched learning. The results highlight the importance of the people involved in placement to facilitate a positive student learning environment and high quality assessment.

Section: Discussionmentioning

confidence: 76%

A dietetic clinical educator enhances the experience and assessment of clinical placement

Weber

Carter

Jenkins

et al. 2018

“…This study aimed to review and moderate an assessment artefact of foodservice WIL to develop a shared understanding of one tool that may be used in a suite of evidence to demonstrate competence. Obtaining high levels of consistency in assessment of this task proved challenging and is consistent with previous reports of assessment benchmarking and moderation within dietetics …”

Section: Discussionmentioning

confidence: 99%

“…Such subjective assessments are used widely within healthcare, including in clinical reasoning and decision making. The contribution of multiple assessment artefacts considered by a range of assessors has been suggested to be critical for credible judgement . Such assessment systems that include the contribution of multiple assessors, assessment method and tools contribute to the determination of competence at entry level.…”

Section: Discussionmentioning

confidence: 99%

Moderation of a foodservice assessment artefact in nutrition and dietetics programs

Porter

Beck

Gallegos

et al. 2018

Self Cite

Aim Foodservice is a key component of dietetics education and practice internationally yet benchmarks for competency are limited. This study sought to review and moderate an assessment artefact of foodservice work integrated learning (WIL) to develop a shared understanding of one tool which may be used in a suite of evidence to demonstrate competence. Methods The foodservice curricula and assessment artefacts were described for the foodservice program at each of four participating universities. An assessment artefact from WIL, the report, was identified as an indicator of foodservice competence common to each program. Each university provided four purposively sampled WIL reports, assessed in duplicate by two academics from other participating universities using the corresponding university assessment rubric. Collated assessment results, along with the original assessment, were presented back to assessors. A semi‐structured group discussion explored variations in assessment results, factors influencing decisions, and potential changes needed for assessment documentation. Results There was variation in assessment outcomes between independent assessors. In some instances assessors did not consistently deliver the same assessment outcome, nor rank students in sequential order of performance. This variation was less where an absolute ranking of satisfactory/unsatisfactory was applied. The assessor discussion revealed three key concepts: importance of understanding the project scope; challenges which influence assessment decision making; importance of understanding the broader program of assessment. Conclusions Assessment inconsistencies emphasise the importance of multiple assessors and assessment artefacts across a programmatic assessment model, and the need for a clear understanding of competence in nutrition and dietetics.

“…Formative and summative assessment data was collected for all 29 Master of Nutrition and Dietetics students who participated in the pilot implementation from January to December 2016. Consistent with the constructivist–interpretivist approach to assessment, raw scores and descriptive statistics from the quantitative VAS ratings were used to identify if any variations in judgement were evident. The qualitative descriptions for each student, that informed the VAS ratings, were reported as qualitative summarises based on the outcomes of the Delphi process and panel discussion.…”

Section: Methodsmentioning

confidence: 99%

“…Khan and Ramachandran argue that observed performance is a variable trait that is influenced by capability, personality traits, emotional and physical state. Research has shown assessors’ judgements to be complex, dynamic and highly variable, informed by assumptions and influenced by contextual factors . An alternative constructivist–interpretivist approach to assessment proposed by Govaerts and van der Vleuten is to consider the assessments of worksite educators as credible ‘interpretations’ of performance and for the ‘truth’ about a student's competence to be a defensible consensus judgement made by a panel of assessors based on a body of evidence …”

Section: Introductionmentioning

confidence: 99%

A Consensus Model: Shifting assessment practices in dietetics tertiary education

Bacon

Kellett

Dart

et al. 2018

Self Cite