دورية أكاديمية
Workplace-Based Assessment: Effects of Rater Expertise
| العنوان: | Workplace-Based Assessment: Effects of Rater Expertise |
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| اللغة: | English |
| المؤلفون: | Govaerts, M. J. B., Schuwirth, L. W. T., Van der Vleuten, C. P. M. |
| المصدر: | Advances in Health Sciences Education. May 2011 16(2):151-165. |
| الإتاحة: | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Peer Reviewed: | Y |
| وصف مادي: | |
| Page Count: | 15 |
| تاريخ النشر: | 2011 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Descriptors: | Expertise, Cues, Student Evaluation, Protocol Analysis, Decision Making, Psychometrics, Trainees, Information Processing, Cognitive Processes, Models, Scores |
| DOI: | 10.1007/s10459-010-9250-7 |
| تدمد: | 1382-4996 |
| مستخلص: | Traditional psychometric approaches towards assessment tend to focus exclusively on quantitative properties of assessment outcomes. This may limit more meaningful educational approaches towards workplace-based assessment (WBA). Cognition-based models of WBA argue that assessment outcomes are determined by cognitive processes by raters which are very similar to reasoning, judgment and decision making in professional domains such as medicine. The present study explores cognitive processes that underlie judgment and decision making by raters when observing performance in the clinical workplace. It specifically focuses on how differences in rating experience influence information processing by raters. Verbal protocol analysis was used to investigate how experienced and non-experienced raters select and use observational data to arrive at judgments and decisions about trainees' performance in the clinical workplace. Differences between experienced and non-experienced raters were assessed with respect to time spent on information analysis and representation of trainee performance; performance scores; and information processing--using qualitative-based quantitative analysis of verbal data. Results showed expert-novice differences in time needed for representation of trainee performance, depending on complexity of the rating task. Experts paid more attention to situation-specific cues in the assessment context and they generated (significantly) more interpretations and fewer literal descriptions of observed behaviors. There were no significant differences in rating scores. Overall, our findings seemed to be consistent with other findings on expertise research, supporting theories underlying cognition-based models of assessment in the clinical workplace. Implications for WBA are discussed. (Contains 3 tables and 2 figures.) |
| Abstractor: | As Provided |
| Number of References: | 46 |
| Entry Date: | 2011 |
| رقم الأكسشن: | EJ919956 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 1382-4996 |
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| DOI: | 10.1007/s10459-010-9250-7 |