Using a panel to assess professional competence

Inconsistent final assessment of dietetic student competency between worksite and academic assessors is a concern. The aim of this research was to explore how a panel of assessors reached consensus in their judgements of student dietitians’ professional competence. The panel members (n=3 x 7 students; n=4 x 13 students) had shared expertise in competency-based assessment, with academic and industry representation. It evaluated the performances of 2O Master of Nutrition and Dietetics students using a three round-modified Delphi process and validated assessment instrument. Judgment was based on a course e-portfolio and panel interview. Discourse from the panel interview was audiotaped and analysed using a reflective iterative process. ‘Competent’ students subsequently completed a 4-week autonomous placement enabling assessment data triangulation. Some variation (20%; 5/20) was evident in the first round of the panel assessments but consensus was achieved for all cases by the third round. In 30% of these cases (6/20) the final judgment differed from those made by the worksite educators. Analysis of the panel dialogue revealed that students who demonstrated self-awareness and life-long learning capacity favorably influenced the panels’ judgment. All students concurred with the final assessment decision. Assessment data from the 4-week autonomous placement corroborated the panel outcomes. This research questions competency-based assessment practices based on placement performance alone. It supports a holistic assessment approach where evidence across a whole course of study is considered by a panel of assessors in collaboration with the student. This study was funded by a University of Canberra research support grant.