Becoming familiar with competency-based student assessment: an evaluation of workshop outcomes

International Journal of Speech-language Pathology
Alison FergusonSusanne Owen

Abstract

The identification and specification of competency-based standards in speech-language pathology has provided practitioners, educators, employers, and government regulators with information and guidance. This paper reports the outcomes of workshops that provided familiarization with the new competency-based assessment tool, COMPASS®, which was introduced for the assessment of speech-language pathology (SLP) students across all 13 SLP professional preparation programs in Australia during 2007. An anonymous evaluation was administered before and after the first eight familiarization workshops held nationally, involving 240 clinical educators. Quantitative data were analysed descriptively, and qualitative data were entered into NVivo qualitative analysis software for content analysis. Post-workshop, results indicated partial or full uptake of the main concepts involved in the new approach to assessment. Least uptake was observed for the need for direct observation of competence in workplace performance. Qualitatively, post-workshop, formative assessment was more apparent within student goals formulated in response to a hypothetical scenario. A possible contributor to this outcome is suggested to be the alignment between the tool an...Continue Reading

References

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Dec 20, 2005·Folia Phoniatrica Et Logopaedica : Official Organ of the International Association of Logopedics and Phoniatrics (IALP)·Alison Ferguson
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May 9, 2009·International Journal of Language & Communication Disorders·Sue McAllisterLindy McAllister

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Citations

Nov 5, 2013·International Journal of Language & Communication Disorders·Lyndal SheepwaySue McAllister

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