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Exploring approaches to dietetic assessment of a common task across different universities through assessment moderation

Journal Article


Abstract


  • Background: Assessment presents one of the greatest challenges to evaluating

    health professional trainee performance, as a result of the subjectivity of

    judgements and variability in assessor standards. The present study aimed

    to test a moderation procedure for assessment across four independent universities

    and explore approaches to assessment and the factors that influence

    assessment decisions.

    Methods: Assessment tasks designed independently by each of the four universities

    to assess student readiness for placement were chosen for the present

    study. Each university provided four student performance recordings

    for moderation. Eight different academic assessors viewed the student performances

    and assessed them using the corresponding university assessment

    instrument. Assessment results were collated and presented back to the

    assessors, together with the original university assessment results. Results

    were discussed with assessors to explore variations. The discussion was

    recorded, transcribed, thematically analysed and presented back to all assessors

    to achieve consensus on the emerging major learnings.

    Results: Although there were differences in absolute scores, there was consistency

    (12 out of 16 performances) in overall judgement decisions regarding

    placement readiness. Proficient communication skills were considered a

    key factor when determining placement readiness. The discussion revealed:

    (i) assessment instruments; (ii) assessor factors; and (iii) the subjectivity of

    judgement as the major factors influencing assessment.

    Conclusions: Assessment moderation is a useful method for improving the

    quality of assessment decisions by sharing understanding and aligning standards

    of performance.

Authors


  •   Palermo, Claire (external author)
  •   Volders, E (external author)
  •   Gibson, S (external author)
  •   Kennedy, Meredith A.
  •   Wray, A (external author)
  •   Thomas, J (external author)
  •   Hannan-Jones, Mary (external author)
  •   Gallegos, Danielle (external author)
  •   Beck, Eleanor

Publication Date


  • 2018

Citation


  • Palermo, C., Volders, E., Gibson, S., Kennedy, M., Wray, A., Thomas, J., Hannan-Jones, M., Gallegos, D. & Beck, E. (2018). Exploring approaches to dietetic assessment of a common task across different universities through assessment moderation. Journal of Human Nutrition and Dietetics, 31 (1), 41-46.

Scopus Eid


  • 2-s2.0-85040770053

Ro Metadata Url


  • http://ro.uow.edu.au/cgi/user_config.cgi?context=http%3A%2F%2Fro.uow.edu.au

Number Of Pages


  • 5

Start Page


  • 41

End Page


  • 46

Volume


  • 31

Issue


  • 1

Place Of Publication


  • United Kingdom

Abstract


  • Background: Assessment presents one of the greatest challenges to evaluating

    health professional trainee performance, as a result of the subjectivity of

    judgements and variability in assessor standards. The present study aimed

    to test a moderation procedure for assessment across four independent universities

    and explore approaches to assessment and the factors that influence

    assessment decisions.

    Methods: Assessment tasks designed independently by each of the four universities

    to assess student readiness for placement were chosen for the present

    study. Each university provided four student performance recordings

    for moderation. Eight different academic assessors viewed the student performances

    and assessed them using the corresponding university assessment

    instrument. Assessment results were collated and presented back to the

    assessors, together with the original university assessment results. Results

    were discussed with assessors to explore variations. The discussion was

    recorded, transcribed, thematically analysed and presented back to all assessors

    to achieve consensus on the emerging major learnings.

    Results: Although there were differences in absolute scores, there was consistency

    (12 out of 16 performances) in overall judgement decisions regarding

    placement readiness. Proficient communication skills were considered a

    key factor when determining placement readiness. The discussion revealed:

    (i) assessment instruments; (ii) assessor factors; and (iii) the subjectivity of

    judgement as the major factors influencing assessment.

    Conclusions: Assessment moderation is a useful method for improving the

    quality of assessment decisions by sharing understanding and aligning standards

    of performance.

Authors


  •   Palermo, Claire (external author)
  •   Volders, E (external author)
  •   Gibson, S (external author)
  •   Kennedy, Meredith A.
  •   Wray, A (external author)
  •   Thomas, J (external author)
  •   Hannan-Jones, Mary (external author)
  •   Gallegos, Danielle (external author)
  •   Beck, Eleanor

Publication Date


  • 2018

Citation


  • Palermo, C., Volders, E., Gibson, S., Kennedy, M., Wray, A., Thomas, J., Hannan-Jones, M., Gallegos, D. & Beck, E. (2018). Exploring approaches to dietetic assessment of a common task across different universities through assessment moderation. Journal of Human Nutrition and Dietetics, 31 (1), 41-46.

Scopus Eid


  • 2-s2.0-85040770053

Ro Metadata Url


  • http://ro.uow.edu.au/cgi/user_config.cgi?context=http%3A%2F%2Fro.uow.edu.au

Number Of Pages


  • 5

Start Page


  • 41

End Page


  • 46

Volume


  • 31

Issue


  • 1

Place Of Publication


  • United Kingdom