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Exploring subjectivity in competency-based assessment judgements of assessors
Rachel Bacon1, Kay Holmes1, Claire Palermo2
1Discipline of Nutrition and Dietetics, Faculty of Health, University of Canberra, Canberra, Australian Capital Territory, Australia.
Summary
Assessors showed significant variation in judging student dietitian performance. Group discussions prompted rating changes and highlighted the need for holistic, student-centered assessment approaches, questioning objective measurement of actual performance.
Area of Science:
- Medical Education
- Nutrition Education
- Assessment and Evaluation
Background:
- Assessing student performance in clinical settings is complex.
- Variability in assessor judgments can impact educational outcomes.
- Understanding factors influencing assessment decisions is crucial for improving evaluation methods.
Purpose of the Study:
- To quantify variations in assessor judgments of student dietitian performance.
- To investigate the effect of group discussion on assessor judgments and confidence.
- To explore the nature of assessor interpretations in competency-based assessment.
Main Methods:
- 26 experienced assessors evaluated a student dietitian's performance from a video recording.
- A mixed-methods questionnaire, including a 7-point Visual Analogue Scale (VAS) and qualitative descriptions, was used pre- and post-group discussion.
- Descriptive statistics and thematic analysis were employed to analyze quantitative and qualitative data.
Main Results:
- No significant agreement was found in initial assessor ratings (median=4).
- Group discussion prompted 78% of assessors to revise their ratings or confidence levels.
- Thematic analysis revealed that discussion aids justification, promotes holistic judgments, and underscores the need for multiple evidence sources.
Conclusions:
- Assessment should be viewed as an interpretation rather than an objective measure of 'actual' performance.
- Group discussions can influence and potentially refine assessor judgments.
- An integrated, interpretivist, student-centered approach is recommended for competency-based assessment.
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