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Abstract
Competency-based assessment is a method which has the potential to ensure the clinical competence of graduating students in speech pathology. This study aimed at investigating a number of issues relating to this form of assessment. The project piloted the Competency-based Assessment for Speech Pathology Students (CASPS), an observational assessment, adapted from the Competency Based Occupational Standards of the Australian Association of Speech and Hearing. The usefulness of the CASPS was surveyed, and the relationship between students' results on the CASPS and a traditional evaluation of the final clinical practicum was investigated. The relative contributions of assessment by direct observation and viva examination were determined. In addition, a comparison was made of the priorities attributed to areas of competency by the key stakeholders in the clinical education process.
The study confirmed the feasibility of the CASPS and found a strong relationship between results on the traditionally-used assessment and the CASPS. Significantly more competencies were assessed by direct observation than in a viva examination. Clinical educators, university staff, students, and clinicians assigned different priorities to the various areas of competency. Implications for curriculum and methods of assessment are discussed.