Abstract:

The purpose of this study was to develop standardized training and assessment for diagnostic radiography to address radiation safety.

There are regulations in South Africa that depict the safe use of X-ray equipment and the education of radiation workers in the safety and risks of ionizing radiation but nationally no standardized monitoring of the required education is currently in place. The authentic interpretation of the qualification exit-level outcomes of every tertiary institution in South Africa, therefore, may have the potential to result in differences in subject content and assessment.

The outcomes of the training and assessment were determined by means of a Delphi survey. The participants in the Delphi survey were experts in the field of diagnostic imaging. A quantitative design was also followed to determine the extent of the students’ knowledge before and after training. This was done by means of questionnaires – therefore a pre-test-post-test design. The quantitatively designed questionnaires were accessible on the content management system available at the Central University of Technology.

The sample consisted of eighty five (n=85) students from the radiography program. The assessment consisted of 177 questions with a value of 259 marks. Comparison of the results of the pre- and post-test was explored by a statistical difference test. The differences between the results of the pre-and post-test were calculated by the average score for all the graded attempts, completion time, discrimination and difficulty of the questions.

A description of the implication of the findings from the pre-and post-test pointed out by what means the assessment can identify remedial areas for teaching and learning activities. The incorrect responses from a determined percentage of the students of each group were individually analyzed for language errors, clarity and discrimination in order to determine inclusion in the future student assessment. The finding from the third round of student questionnaires indicated the value of repeated assessment to achieve mastery of content.

It was evident that student responses signposted the need for remedial activities and constant reflection of the teaching and learning process on the part of the lecturer in order to improve mastery of the radiation safety content. The current practice in the radiography program was improved and the Delphi survey to determine outcomes and appropriate assessment statements can be repeated for other learning areas.

Keywords:

Standardised assessment, repeated assessments, remedial activities.