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Evidence-informed propositions for a whole-of-program assessment approach.

Janica Jamieson1, Rachel Bacon2, Andrea Bramley3,4,5

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Summary
This summary is machine-generated.

This study developed nine evidence-informed propositions for whole-of-program assessment in dietetic education. These propositions aim to enhance learning and ensure trustworthy progression decisions for students.

Keywords:
allied healthassessmentcurriculumdieteticsstudent

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Area of Science:

  • Dietetic Education
  • Assessment in Higher Education
  • Programmatic Assessment

Background:

  • Emerging educational theories and technological advancements like AI necessitate updated assessment strategies in dietetics.
  • Current assessment practices require enhancement for meaningful learning and reliable progression decisions.
  • The need for trustworthy evaluation in dietetic education is paramount for professional standards.

Purpose of the Study:

  • To create evidence-informed propositions for implementing a whole-of-program assessment approach in dietetic education.
  • To address the impact of new educational theories and technologies on student assessment.
  • To foster meaningful learning experiences and ensure reliable progression decisions for dietetic students.

Main Methods:

  • A four-stage, mixed-methods study utilizing systematic scoping reviews and thematic analysis.
  • Iterative refinement of propositions through expert workshops with dietetic educators.
  • Incorporation of recent research and external reviewer feedback for practical relevance.

Main Results:

  • Nine propositions for evidence-informed dietetic student assessment were developed.
  • Key propositions include aligning assessment with learning outcomes, utilizing diverse tasks for trustworthy evidence, fostering feedback literacy, involving expert assessors, and implementing intermediate reviews.
  • Emphasis on student agency and the influence of institutional factors on assessment.

Conclusions:

  • The developed propositions offer a practical, whole-of-program assessment framework for dietetic education.
  • This approach promotes enhanced learning and trustworthy progression decisions.
  • The study recommends this common assessment process across the dietetics profession to improve educational outcomes and meet evolving challenges.