Exploring examiner judgement of professional competence in rater based assessment

Advances in Health Sciences Education : Theory and Practice
Fiona L NaumannPhilip D Jones

Abstract

Exercise physiology courses have transitioned to competency based, forcing Universities to rethink assessment to ensure students are competent to practice. This study built on earlier research to explore rater cognition, capturing factors that contribute to assessor decision making about students' competency. The aims were to determine the source of variation in the examination process and document the factors impacting on examiner judgment. Examiner judgement was explored from both a quantitative and qualitative perspective. Twenty-three examiners viewed three video encounters of student performance on an OSCE. Once rated, analysis of variance was performed to determine where the variance was attributed. A semi-structured interview drew out the examiners reasoning behind their ratings. Results highlighted variability of the process of observation, judgement and rating, with each examiner viewing student performance from different lenses. However, at a global level, analysis of variance indicated that the examiner had a minimal impact on the variance, with the majority of variance explained by the student performance on task. One anomaly noted was in the assessment of technical competency, whereby the examiner had a large impac...Continue Reading

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Citations

Apr 26, 2019·Anatomical Sciences Education·Joydeep Dutta Chaudhuri
Oct 20, 2019·BMC Medical Education·Boaz ShulrufSilas Taylor
Nov 22, 2018·BMC Medical Education·Boaz ShulrufSilas Taylor
Jan 7, 2018·BMC Medical Education·Boaz ShulrufPeter Harris
Aug 10, 2021·Advances in Health Sciences Education : Theory and Practice·Walter TavaresRyan Brydges

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