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Self-assessment is argued to be valuable educationally and is being advocated through policies for wider adoption within medical practice. However, students are often reluctant to self-assess and little research has examined the reasons for this. This study explored the perceptions of trainees and postgraduates on assessment and self-assessment of surgical skills. Data were collected through semi-structured interviews conducted with six trainees and postgraduate students in Oral Surgery. They had previously been assessed, and self-assessed themselves for the first time, while surgically removing a mandibular third molar tooth. Assessments were judged against both an objective checklist scale and a global rating scale. Eight themes were identified and trainees' comments on these themes analysed. The themes identified were assessment and stress, pressure to over- or under-score, the impact of self-assessment on learning, reflection and performance, confidence and the necessity of preparation, acceptability of the scales and criteria used, feedback, and the acceptability of self-assessment. In conclusion we need to instil in our trainees a culture whereby they feel capable of and comfortable making judgements about their own performance and giving and receiving constructive assessment from their peers. [ABSTRACT FROM AUTHOR]

A sample of 202 students filling in a student evaluation of teaching (SET) questionnaire were asked to complete another questionnaire asking about the specific reasons for awarding a score to the specific SET questionnaire items. The aim was to find out what influenced students' judgements on those items. It was found that students' interpretation of some questions differed from the 'expected' interpretation. Several factors, such as the placing of questions and the salience of items retrieved from memory, could influence a score. It was also found that asking for an explanation improved scores overall. The conclusions were that questionnaire completion could be understood as a form of problem solving and judgement under uncertainty. The specific heuristics used led to variability in students' interpretation of the task. [ABSTRACT FROM AUTHOR]

The standard error of measurement usefully provides confidence limits for scores in a given test, but is it possible to quantify the reliability of a test with just a single number that allows comparison of tests of different format? Reliability coefficients do not do this, being dependent on the spread of examinee attainment. Better in this regard is a measure produced by dividing the standard error of measurement by the test's ‘reliability length’, the latter defined as the maximum possible score minus the most probable score obtainable by blind guessing alone. This, however, can be unsatisfactory with negative marking (formula scoring), as shown by data on 13 negatively marked true/false tests. In these the examinees displayed considerable misinformation, which correlated negatively with correct knowledge. Negative marking can improve test reliability by penalizing such misinformation as well as by discouraging guessing. Reliability measures can be based on idealized theoretical models instead of on test data. These do not reflect the qualities of the test items, but can be focused on specific test objectives (e.g. in relation to cut-off scores) and can be expressed as easily communicated statements even before tests are written. [ABSTRACT FROM AUTHOR]

Acquiescence, or acquiescent responding, is reviewed. A detection method using the concept of differential person functioning is illustrated with two data sets. The effects of acquiescence are shown to be different for each example. Implications for questionnaire and attitudinal scale development are discussed and an operational definition for acquiescent responding is suggested. [ABSTRACT FROM AUTHOR]

This study compares student evaluations of faculty teaching that were completed in-class with those collected online. The two methods of evaluation were compared on response rates and on evaluation scores. In addition, this study investigates whether treatments or incentives can affect the response to online evaluations. It was found that the response rate to the online survey was generally lower than that to the in-class survey. When a grade incentive was used to encourage response to the online survey, a response rate was achieved that was comparable with that to the in-class survey. Additionally, the study found that online evaluations do not produce significantly different mean evaluation scores than traditional in-class evaluations, even when different incentives are offered to students who are asked to complete online evaluations. [ABSTRACT FROM AUTHOR]

Recent concerns about ‘fairness’ in university entrance have highlighted the need to review existing practices in admissions processes. The agendas for equity and social inclusion, however, must also apply to the processes and outcomes of higher education, where considerations of ‘standards’ are additionally crucial. As principles underpinning the assessment process, ‘equity’ and ‘justice’ and ‘academic standards’ are part of taken-for-granted cultures and practices which impact on decisions about progression, eligibility for awards and degree classification for individual students. Changing discourses of academic standards have given rise to contrasting decision-making processes rooted in the role and operation of assessment boards. Contrasting models of assessment board cultures are developed to highlight how practices are beset by conceptual confusions about what is being assessed and the basis for judgements about success and failure in higher education. There is a strong case, not only for critical review of assessment processes, but also for monitoring outcomes for different social groups. [ABSTRACT FROM AUTHOR]

This article briefly chronicles nearly a decade of research and development activity undertaken in the area of assessment by a group of committed volunteers, `The Student Assessment and Classification Working Group' (SACWG). However, greater attention is given to demonstrating what a self-help approach can achieve in respect of research and development in higher education, and to identifying the factors that contribute to success in this respect. It is suggested that the approach has transfer value, provided that certain conditions are met. [ABSTRACT FROM AUTHOR]

ABSTRACT An action research project concerning the development of clinical assessment procedures in radiography education investigated the views of university-based clinical lecturers and hospital radiographers concerning the existing assessment framework. Based on the outcomes of this initial review a revised summative assessment tool was developed, including assessment of professional conduct as well as technical competence. Evaluative comment from radiographers and students on the trialling of the tool was positive, and would seem to indicate a sound basis for further development. [ABSTRACT FROM AUTHOR]

Analyzes the use of metaphor as a tool for evaluation through the case study of a cohort of students on the first year of a Diploma in Social Work/Diploma in Higher Education, a professional social work training program. Gap in the techniques for evaluating a Diploma in Social Work/Diploma in Higher Education program; Idea of using metaphors; Nature and potential of metaphor.

Introduces a series of articles published in the August 2004 issue of the journal "Assessment and Evaluation of Higher Education." Utilization of self-help technique in research and development relating to student assessment; Effects of the award algorithm on honors degree classification of college students; Aspects of student assessment process.