Presentation Description
Claire Palermo1
Sue Kleve and Zoe Davidson
1 Monash University
Sue Kleve and Zoe Davidson
1 Monash University
Background:
Oral interviews have been criticised for their validity and reliability. Behaviour- based interviews, developed by human resources, aim to examine essential competencies of practice. Their underlying premise states that the way in which a person handled situations in their former experiences is likely the way in which they will handle them in their future experiences(1). While behaviour-based interviews have been reported as a successful selection strategy (2), their utility in competency-based assessment have not yet been described.
Oral interviews have been criticised for their validity and reliability. Behaviour- based interviews, developed by human resources, aim to examine essential competencies of practice. Their underlying premise states that the way in which a person handled situations in their former experiences is likely the way in which they will handle them in their future experiences(1). While behaviour-based interviews have been reported as a successful selection strategy (2), their utility in competency-based assessment have not yet been described.
Method:
Behaviour-based interviewers determine ahead of time the behaviours that are essential to perform the required practice (i.e., competencies), and then they develop questions to explore, and scoring systems to assess, the performance behaviours. In this study, interview questions were developed based the National Competency Standards for Dietitians in Australia. A key competency area was selected with relevant performance indicators for examination. The interview consisted of lead-in question followed by several prompting questions based on recent placement experience. The rubric consistent of three-point scale (yes, no, n/a) as to whether the assessor believed the student would be independently capable of the performance criteria for each criterion. The interview was implemented for students as part of programmatic assessment at the completion of a practical placement over three years.
Behaviour-based interviewers determine ahead of time the behaviours that are essential to perform the required practice (i.e., competencies), and then they develop questions to explore, and scoring systems to assess, the performance behaviours. In this study, interview questions were developed based the National Competency Standards for Dietitians in Australia. A key competency area was selected with relevant performance indicators for examination. The interview consisted of lead-in question followed by several prompting questions based on recent placement experience. The rubric consistent of three-point scale (yes, no, n/a) as to whether the assessor believed the student would be independently capable of the performance criteria for each criterion. The interview was implemented for students as part of programmatic assessment at the completion of a practical placement over three years.
Results:
Twelve assessors were trained in the use of the interview technique and implemented the assessment over 2020-2022 period. 216 students completed the assessment interview (93% female) with a mean age 23.9 years (range 21-55). The median grade for the interview was 73% across all three years (range 60 to 85).
Twelve assessors were trained in the use of the interview technique and implemented the assessment over 2020-2022 period. 216 students completed the assessment interview (93% female) with a mean age 23.9 years (range 21-55). The median grade for the interview was 73% across all three years (range 60 to 85).
Discussion:
Behaviour-based interviewers potentially offer a new approach to assess competence. Other approaches that reflect performance in context and outcomes of performance and reflect the reality of practice including team work, should be considered as the future for competency-based assessment.
Behaviour-based interviewers potentially offer a new approach to assess competence. Other approaches that reflect performance in context and outcomes of performance and reflect the reality of practice including team work, should be considered as the future for competency-based assessment.
References (maximum three)
- Green, P., Alter, P., & Carr, A. (1993). Development of Standard Anchors for Scoring Generic Past-Behaviour Questions in Structured Interviews. International Journal of Selection and Assessment, 1, 203-212
- Altmaier, E., Smith, W., O'Halloran, C., & Franken Jr, E. (1992). The predictive utility of behavior-based interviewing compared with traditional interviewing in the selection of radiology residents. Investigative radiology, 27(5), 385-389.