Abstract
M.Tech.
A survey to evaluate the Clinical Radiographic Practice (CRP) programme, m the
Radiography Department at Technikon Witwatersrand, which merged with Rand
Afrikaans University in 2005 to become the University of Johannesburg, was conducted
at the end of 2002. The survey demonstrated that the learners' satisfaction levels,
decreased as they progressed through their years of studying in this programme. The most
common reason given was that the assessors were subjective and inconsistent in the way
in which they conducted the assessments in the practical environment. In order to obtain
a better understanding and to clarify the problem, I conducted a workshop with the
assessors in May 2003 and focus group interviews with the outgoing third year learners
of 2003. The outcome of these two activities demonstrated that assessors were subjecting
the current assessment form to different interpretations. The inconsistency was mostly
evident in the way marks were awarded for learners' performance, as well as the way in
which feedback was provided to them. In an attempt to improve consistency among the
various assessors who conducted assessments for diagnostic radiography learners in the
practical environment, I embarked on an action research project.
As the first step towards trying to improve the abovementioned situation, I conducted a
literature search on the subject of assessment in its broader sense and then as it relates to
consistency and standards. This action research study was mainly underpinned by
qualitative research approach, with selected quantitative data collection methods
incorporated tq gain additional information. Based on the research problem identified and
the need to improve the situation, I selected practitioner action research as the most
appropriate research design for the purpose of this study.
When evaluating possible solutions for the identified problem, I found, based on
literature that the development of an assessment criteria form could contribute to more
consistent assessments. A comprehensive assessment criteria-based form was then
designed in consultation with both the learners and assessors in 2004. The form was then
piloted during 2005. The atm of the pilot project was to determine whether the
comprehensive assessment criteria-based form would contribute towards improved
consistency in the way assessments were conducted.
After the pilot project, focus group interviews were conducted with the learners and
assessors who participated in this project. The purpose of these focus group interviews
was to gather in-depth data in relation to how the learners and assessors experienced the
comprehensive assessment criteria-based form, and more specifically the influence that
this form had on the identified problem of inconsistency.
Based on the data colleted, analysed and interpreted, it was found in this study that the
introduction and use of the new assessment criteria-based form contributed to improved
consistency in the way assessors were awarding marks and giving feedback on learners'
performance. The findings in this study also demonstrated a possible improvement
towards achieving the standards for assessments. However, it is also acknowledged that
certain aspects of the assessments could not be addressed by the use of the
comprehensive assessment criteria-based form.
Findings in this study finally indicated that both the learners and assessors regarded the
use of the comprehensive assessment criteria-based form as the step in the right direction
towards improving consistency in assessments and, subsequently, improving learners'
satisfaction with the CRP programme. They further recommended that the learner
evaluation of the programme and the assessors' workshops should continue to ensure
ongoing identification and rectification of problems, if and when necessary, and further
ensure that consistency among the assessors and the standards for assessments are
improved.