A Consensus Model: Shifting assessment practices in dietetics tertiary education.

Area of Science:

• Education
• Nutrition and Dietetics

Background:

• Competency-based assessment is crucial in professional education.
• Existing models often rely on discrete placement units, potentially limiting holistic evaluation.
• A constructivist-interpretivist programmatic approach offers an alternative framework.

Purpose of the Study:

• To evaluate a Consensus Model for competency-based assessment in a Master of Nutrition and Dietetics program.
• To examine the model's effectiveness in assessing student competence holistically.
• To explore stakeholder experiences with the proposed assessment model.

Main Methods:

• An evaluative case study design was employed.
• A modified Delphi process assessed 29 students using e-portfolios and panel interviews.
• Data were triangulated with capstone internship assessments and qualitative studies with students and worksite educators.

Main Results:

• Panel consensus was achieved and corroborated by internship outcomes.
• The model supported sustainable assessment practices, shifted power dynamics, and provided a fair competence assessment method.
• Discrepancies were noted between panel consensus and individual worksite educator interpretations for 34% of students.

Conclusions:

• The research supports a constructivist-interpretivist programmatic assessment approach over discrete placement units.
• Evidence across a whole course of study, considered by a panel, is advocated.
• Refinement, resources, and training are necessary to maximize the benefits of the Consensus Model.