Assessment of work‐integrated learning: comparison of the usage of a grading rubric by supervising radiographers and teachers

Journal of Medical Radiation Sciences

Andrew J. Kilgour MRadPrac, AssDipMedRad, GradCertClinEd³  Peter W. Kilgour Maths, EdD, MACE¹  Tania Gerzina BDS, MDS, FRACDS, PhD, GradCertEdStud (Higher Education), MAICD² 

[1] Avondale College of Higher Education, Cooranbong, NSW, Australia;Dental Educational Research, Faculty of Dentistry, Jaw Function and Orofacial Pain Research Unit, Westmead Centre for Oral Health, C24- Westmead Hospital, The University of Sydney, Sydney, NSW, Australia;Charles Sturt University, Wagga Wagga, NSW, Australia

关键词: Assessment;    pre‐service teachers;    radiography;    rubric;    work‐integrated learning;   

DOI  :  10.1002/jmrs.39

来源: Wiley

【 摘 要 】

Abstract

Introduction

Professional work-integrated learning (WIL) that integrates the academic experience with off-campus professional experience placements is an integral part of many tertiary courses. Issues with the reliability and validity of assessment grades in these placements suggest that there is a need to strengthen the level of academic rigour of placements in these programmes. This study aims to compare the attitudes to the usage of assessment rubrics of radiographers supervising medical imaging students and teachers supervising pre-service teachers.

Methods

WIL placement assessment practices in two programmes, pre-service teacher training (Avondale College of Higher Education, NSW) and medical diagnostic radiography (Faculty of Health Sciences, University of Sydney, NSW), were compared with a view to comparing assessment strategies across these two different educational domains. Educators (course coordinators) responsible for teaching professional development placements of teacher trainees and diagnostic radiography students developed a standards-based grading rubric designed to guide assessment of students’ work during WIL placement by assessors. After ~12 months of implementation of the rubrics, assessors’ reaction to the effectiveness and usefulness of the grading rubric was determined using a specially created survey form. Data were collected over the period from March to June 2011. Quantitative and qualitative data found that assessors in both programmes considered the grading rubric to be a vital tool in the assessment process, though teacher supervisors were more positive about the benefits of its use than the radiographer supervisors.

Results

Benefits of the grading rubric included accuracy and consistency of grading, ability to identify specific areas of desired development and facilitation of the provision of supervisor feedback. The use of assessment grading rubrics is of benefit to assessors in WIL placements from two very different teaching programmes.

Conclusion

Radiographers appear to need more training in the rubric's use, whereas teachers are found to generally use it appropriately. There are implications drawn from this finding that are applicable to health science and medical education in general.

【 授权许可】

CC BY-NC   
© 2013 The Authors. Journal of Medical Radiation Sciences published by Wiley Publishing Asia Pty Ltd on behalf of Australian Institute of Radiography and New Zealand Institute of Medical Radiation Technology.

Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.