- Title
- Dilemmas in assessing performance on fieldwork education placements
- Creator
- McAllister, Sue; Lincoln, Michelle; Ferguson, Alison; McAllister, Lindy
- Relation
- Innovations in Allied Health Fieldwork Education : A Critical Appraisal p. 247-260
- Relation
- Practice, education, work and society 4
- Relation
- https://www.sensepublishers.com/product_info.php?products_id=1132
- Publisher
- Sense Publishers
- Resource Type
- book chapter
- Date
- 2010
- Description
- There are many approaches that aim to assess students' ability to practise competently in the workplace. The reliability and validity of these assessments, their ability to predict professional performance in the workplace, and their often paradoxical negative impact on learning present dilemmas that have been discussed widely in the health education literature. Our understanding of the assessment of observed performance using a competency-based framework continues to be developed through participation in research and collaborative benchmarking projects. We believe this experience in assessment is applicable to the assessment of performance across the allied health professions. In this chapter we draw upon this experience to share some frameworks we have used to manage dilemmas arising in competency-based assessment in the workplace and to guide decision making in assessment design and application. These include addressing fairness, and its interaction with objectivity and subjectivity and relationship to reliability, and choosing assessment formats and processes that are both feasible and support valid assessment. Assessment also impacts on learning and involves competing agendas of certification for practice and guiding of students' learning and development. These considerations need to be balanced with issues of authenticity - are we really assessing what we want to assess? To this end we need to understand the nature of competence in allied health professional practice.
- Subject
- fieldwork education; medical education; assessing performance; competency based frameworks
- Identifier
- http://hdl.handle.net/1959.13/929954
- Identifier
- uon:10718
- Identifier
- ISBN:9789460913211
- Language
- eng
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