An exploration of Irish nutrition educators’ experiences of competency-based assessment in nutrition science education

TL;DR

This study explores how Irish nutrition educators experience competency-based assessment and its role in preparing students for the workforce.

Contribution

It provides new insights into educators' understanding and implementation of CBA in nutrition science education in Ireland.

Findings

Educators showed a divide in their understanding of CBA, with those more involved in program development having clearer knowledge.

Three key themes emerged: assessment process, student-centered approaches, and upskilling educators.

Training in CBA and authentic assessments are suggested to better prepare students for professional practice.

Abstract

Competency-based assessment (CBA) supports the development and attainment of skills required for the workforce. Little is known about educators’ experience in developing or implementing CBA in nutrition science education or their opinions on how well it captures a student’s preparedness for the workforce. The objective of this study was to explore educators’ experience of CBA in nutrition education in Ireland.

Grounded in interpretivism, in-depth, semi-structured, audio-recorded interviews were conducted with 13 educators from five of the ten undergraduate honours degree nutrition programmes across Ireland. Interviews explored experiences of CBA and perception of students training to prepare for the workforce. A reflexive thematic analysis approach was implemented whereby the data were transcribed, inductively coded, and themes identified.

A clear divide was evident between participants who were confident in their understanding of CBA and those who were unsure or had no knowledge of the term. Those with a clear understanding were more involved in programme development and evaluation. Three themes were identified: ‘Assessment process’ including intended learning outcomes, assessment design, and grading systems, ‘Student-centred approach to assessment’ focusing on work-based assessment and preparation for the workforce, and ‘Upskilling educators’ to equip educators with the skills and knowledge for professional development and to foster student success.

The importance of CBA as a student-centred approach, supporting them to meet standards expected to practice as a nutrition professional, was the key experience of educators. Training in CBA and inclusion of more authentic assessment may better prepare students for the workforce.