A systematic program of research regarding the assessment of speech-language pathology competencies

Sue McAllister, Michelle Lincoln, Alison Ferguson, Lindy McAllister

    Research output: Contribution to journalArticle

    21 Citations (Scopus)

    Abstract

    This paper explores the nature and development of competence in speech-language pathology and is informed by the development and validation of a competency-based assessment tool to assess Australian speech-language pathology students' professional performance in the workplace (COMPASS®). Background is provided on speech-language pathology competency frameworks in Australia and a systematic program of research to validate this assessment tool. Findings relevant to understanding the nature and development of speech-language pathology competency are described. The domains of competence considered important for practice were found to extend beyond specific processes of professional practice to include generic competencies of Reasoning, Communication, Lifelong Learning, and Professionalism. The achievement of competency was identified as developmental, and clinical educators were found to validly and reliably identify seven levels of competency development. Competency may transfer across the scope of practice, and marginal students' performances were characterized by a high degree of variability. These findings are discussed in relation to the profession's understanding of competency and speech-language pathology education, professional development, and further research.

    Original languageEnglish
    Pages (from-to)469-479
    Number of pages11
    JournalInternational Journal of Speech-Language Pathology
    Volume13
    Issue number6
    DOIs
    Publication statusPublished - Dec 2011

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