Volume 75, Issue 4 pp. 418-430
Qualitative Research

A Consensus Model: Shifting assessment practices in dietetics tertiary education

Rachel Bacon

Corresponding Author

Rachel Bacon

Discipline of Nutrition and Dietetics, Faculty of Health, University of Canberra, Bruce, Australian Capital Territory, Australia

Correspondence: R. Bacon, University of Canberra, Locked Bag 1, Bruce, ACT 2601 Australia. Tel: +61 2 6201 5274

Email: [email protected]

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Jane Kellett

Jane Kellett

Discipline of Nutrition and Dietetics, Faculty of Health, University of Canberra, Bruce, Australian Capital Territory, Australia

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Janeane Dart

Janeane Dart

Nutrition and Dietetics, School of Exercise and Nutritional Sciences, Queensland University of Technology, Brisbane, Queensland, Australia

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Cathy Knight-Agarwal

Cathy Knight-Agarwal

Discipline of Nutrition and Dietetics, Faculty of Health, University of Canberra, Bruce, Australian Capital Territory, Australia

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Rebecca Mete

Rebecca Mete

Discipline of Nutrition and Dietetics, Faculty of Health, University of Canberra, Bruce, Australian Capital Territory, Australia

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Susan Ash

Susan Ash

Nutrition and Dietetics, School of Exercise and Nutritional Sciences, Queensland University of Technology, Brisbane, Queensland, Australia

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Claire Palermo

Claire Palermo

Monash Centre for Scholarship in Health Education, Faculty of Medicine, Nursing and Health Sciences, Monash University, Notting Hill, Victoria, Australia

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First published: 21 February 2018
Citations: 11
R. Bacon, PhD AdvAPD, Associate Professor (Nutrition and Dietetics)
J. Kellett, PhD, AdvAPD, Senior Lecturer (Nutrition and Dietetics)
J. Dart, PhD Candidate, APD, Senior Lecturer (Nutrition and Dietetics)
C. Knight-Agarwal, PhD, APD, Clinical Assistant Professor (Nutrition and Dietetics)
R. Mete, PhD Candidate, APD, Teaching Fellow (Nutrition and Dietetics)
S. Ash, PhD, FDAA, Adjunct Professor (Nutrition and Dietetics)
C. Palermo, PhD, APD, Associate Professor (Nutrition and Dietetics)

Abstract

Aim

The aim of this research was to evaluate a Consensus Model for competency-based assessment.

Methods

An evaluative case study was used to allow a holistic examination of a constructivist-interpretivist programmatic model of assessment. Using a modified Delphi process, the competence of all 29 students enrolled in their final year of a Master of Nutrition and Dietetics course was assessed by a panel (with expertise in competency-based assessment; industry and academic representation) from a course e-portfolio (that included the judgements of student performance made by worksite educators) and a panel interview. Data were triangulated with assessments from a capstone internship. Qualitative descriptive studies with worksite educators (focus groups n = 4, n = 5, n = 8) and students (personal interviews n = 29) explored stakeholder experiences analysed using thematic analysis.

Results

Panel consensus was achieved for all cases by the third-round and corroborated by internship outcomes. For 34% of students this differed to the ‘interpretations’ of their performance made by their worksite educator/s. Emerging qualitative themes from stakeholder data found the model: (i) supported sustainable assessment practices; (ii) shifted the power relationship between students and worksite educators and (iii) provided a fair method to assess competence. To maximise benefits, more refinement, resources and training are required.

Conclusions

This research questions competency-based assessment practices based on discrete placement units and supports a constructivist–interpretivist programmatic approach where evidence across a whole course of study is considered by a panel of assessors.

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