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Objectives: The research question asked to what extent do self-rated performance scores of individual surgeons correspond to assessed procedural performance abilities and to peer ratings of procedural performance during a mass casualty (MASCAL) event?, Background: Self-assessment using performance rating scales is ubiquitous in surgical education as a proxy for direct measurement of competence. The validity and reliability of self-ratings as competency measures are susceptible to cognitive biases such as Dunning-Kruger effects, which describe how individuals over/underestimate their own performance compared to assessments from independent sources. The ability of surgeons to accurately self-assess their procedural performance remains undetermined., Methods: A purposive sample of military surgeons (N = 13) who collectively cared for trauma patients during a MASCAL event participated in the study. Pre-event performance assessment scores for 32 trauma procedures were compared with post-event self and peer performance ratings using F tests ( P < 0.05) and effect sizes (Cohen's d )., Results: There were no significant differences between peer ratings and performance assessment scores. There were significant differences between self-ratings and both peer ratings ( P < 0.001) and performance assessment scores ( P < 0.001). Effect sizes were very large for self to peer rating comparison (Cohen's d = 2.34) and self to performance assessment comparison (Cohen's d = 2.77)., Conclusions: The outcomes demonstrate that self-ratings were significantly lower than the independently determined assessment scores for each surgeon, revealing a Dunning-Kruger effect for highly skilled individuals underestimating their abilities. These outcomes underscore the limitations of self-assessment for measuring competence., (Copyright © 2022 The Author(s). Published by Wolters Kluwer Health, Inc.)

Copyright of Synergies Pays Scandinaves is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract: One problem common to many Oral Communication (OC) classrooms in universities in Japan and other countries is that English major students often lack the impetus to proactively develop their oral language proficiency. In this paper, we present our investigation into whether regular self-, peer-, and teacher-assessment would promote the use of spoken English in the classroom as well as a greater degree of engagement with English language learning. The investigation was conducted in a Japanese university and involved students on an OC course that employed a task-based approach. Utilizing Guilloteaux and Dörnyei (2008) Student Motivational State Questionnaire, we developed a framework to assess the students'' willingness to speak in class, attitudes to the course, linguistic self-confidence, activeness, as well as their beliefs regarding their autonomy. Pre- and post-surveys were used to evaluate change over the period of one term. Limitations notwithstanding, our results revealed that regular assessments conducted by the students and peers in addition to those of the teacher led to significant increases in their frequency of spoken English in the class and a higher level of engagement with English learning outside the classroom. The paper closes with directions for future research. [Copyright &y& Elsevier]

This study explored the consistency and difference of teacher-, student self- and peer-assessment in the context of Web-based portfolio assessment. Participants were 72 senior high school students enrolled in a computer application course. Through the assessment system, the students performed portfolio creation, inspection, self- and peer-assessment; three teachers reviewed portfolios and evaluated learning performances. There were significant differences in the results of the three assessment methods, among which teacher-raters adopted the most rigorous scoring standards, while peer-raters tended to use the most lax standards. The results of self- and teacher-assessment were discovered to be consistent; however, consistency was not discovered between self- and peer-assessment as well as peer- and teacher-assessment. In analyzing their consistency with the end-of-course examination, teacher- and self-assessment demonstrated high consistency, whereas peer-assessment showed a low level of consistency. [Copyright &y& Elsevier]

This study compares the reliable and validity among instructor assessment, student self-assessment and peer-assessment under the Web-based portfolio assessment environment. The research samples consist of 72 students who take "Computer Application" course of the second grade in some vocational high school. The students use the Web-based portfolio assessment system for creating their portfolio, emulating peers' portfolio, and performing self-assessment and peer-assessment. The teacher uses the system for reviewing and assessing students' learning performances. In regard to the difference among the three assessment approaches, there exists a significant difference among the three approaches. Instructor assessment is most rigorous, while peer-assessment is most slack. In regard to the correlation among the three assessment approaches, there exists a significant consistency between self-assessment and instructor assessment. There exist inconsistencies between self-assessment and peer-assessment as well as peer-assessment and instructor assessment. In regard to the correlation among the three assessment results and test score, there exist a high consistency between instructor assessment and test score. As well, there exist a high consistency between self-assessment and test score. However, the consistency between peer-assessment and test score is inadequate. [ABSTRACT FROM AUTHOR]

This paper reviews the literature about peer and self-assessment in university courses from the point of view of their use, and the suitability of their use, in the first year of university study. The paper is divided into three parts. The first part argues that although first-year students are involved in many of the studies that report on the use of peer and self-assessment in higher education, the proportion of these studies that do so is somewhat less than in other year levels. In addition, relatively little of this work directly and explicitly discusses the suitability of peer and self-assessment for students and courses at this year level. The second part of the paper provides an introductory exploration of the relationship between peer and self-assessment, and specific features of first-year assessment, learning and teaching. Three issues relating directly to the suitability of peer and self-assessment in the first year are explored. In the third part, the paper briefly discusses the desirability of implementing peer and self-assessment, in general, before seeking to extend this specifically to the first year. The paper concludes by recommending that greater use can and should be made of peer and self-assessment in the first year of university study. [ABSTRACT FROM AUTHOR]

In higher education settings, assessment tasks get the attention of students, but once students submit their work they typically become disengaged with the assessment process. Hence, opportunities for learning are lost as they become passive recipients of assessment outcomes. Future-learning oriented assessment engages students in the assessment process to improve both short- and long-term outcomes by requiring students to make sophisticated judgments about their own learning, and that of their peers. In this paper, we describe and critique three initiatives that experimented with future-learning oriented assessment within a faculty of education. These initiatives involved self- and peer-assessment in a mathematics education subject for first year pre-service teachers; peer assessment of individual contributions in a group project using a Wiki; and self- and peer-assessment to help students learn about leadership. Based on our experiences, we conclude with suggestions of how others might also use self- and peer-assessment to work towards better short- and long-term learning outcomes in higher education. [ABSTRACT FROM AUTHOR]

Abstract: Aim: Effective assessment of motor skills in large-size classes is a challenge in medical education. This case-study investigates whether a game can be considered a valid tool for the summative assessment of first aid and basic life support skills. Methods: Using a traditional exam as bench-mark, a board game format was experimentally trialed to assess students’ competency after taking a first aid course. Fifty-five students were randomly assigned to two groups. Two assessments, a game-based assessment and a traditional test, consisting of a paper-and-pencil test in combination with a skill assessment, were applied to both groups in opposite order. In both formats students acted as judges of other students’ efforts. In the game, the student''s outcome was equal to the number of cards collected by answering questions correctly as deemed by peers. Similarities between both assessment types included individual testing, type of assessor (peers), content, type of questions and demonstrations, and the use of checklists for skill assessment. The assessment methods differed in format (written or oral test, both in combination with skill assessment) and feedback availability. Results: Both groups performed equally in the game-based assessment as well as in the traditional test, in spite of the opposite order of the assessments. No significant difference was found between the mean scores on the game-based assessment and the traditional test. Conclusions: These data suggest that use of a game format for assessment purposes may provide an effective means of assessing students’ competence at the end of a practical course. [Copyright &y& Elsevier]

Copyright of RED - Revista de Educación a Distancia is the property of Universidad de Murcia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Aim: There is ongoing concern by health educators over the inability of professionals to accurately self-assess their clinical behaviour and standards, resulting in doubts over a key expectation of effective self-regulation in the health professions. Participation by students in the assessment process has been shown to increase the understanding of assessment criteria in written assessment tasks. How this might transfer to the clinical setting is the focus of this study. This paper is part of an ongoing investigation of the impact on learning of a series of activities that provides students with opportunities to discuss and apply criteria and standards associated with self-assessment in clinical dentistry. Our aim was to evaluate whether participation in these assessment activities improved the ability of first-year dental students to recognise behaviours demonstrated by ‘peers’ in videos of clinical scenarios and to relate these to the assessment criteria. Materials and methods: A series of three workshops in conjunction with weekly clinical assessment activities in Semesters 1 and 2 were use to support first-year students’ learning of clinical assessment criteria. The design of the workshops was based on the principles of social constructivist theories of learning and the concept of tacit knowledge. Accordingly workshop activities were planned around videos that were specifically constructed to illustrate procedures and behaviours typical of those observed by staff and tutors in the first year of the dental course at The University of Adelaide, Australia. First-year students viewed the videos prior to and after the workshops and recorded observed behaviours that related to the assessment criteria that were used in their clinical practice course. Student learning outcomes were assessed 10—14 weeks after the initial workshop and again up to 42 weeks later. To check whether learning resulted from repeated viewing of the videos without formal discussion, a reference group of third-year students who did not attend the workshops also viewed the videos two times, separated by 12 weeks, and recorded observations in the same way. Results: There was no consistent evidence that repeat viewing of the videos in isolation resulted in improved recognition of ‘peer’ behaviours by third-year dental students. Results for the first-year students indicated that the workshops and clinical assessment activities had a significantly positive effect on the ability of students to identify ‘peer’ behaviours related to the criteria used for clinical assessment. In particular, students’ recognition in others of knowledge and professional behaviours improved significantly. This improvement was retained over the year and students were able to recognise these behaviours in other scenarios relevant to their year level. Conclusions: This early exposure to the process of clinical assessment, coupled with ongoing self-assessment and tutor feedback throughout first year, improved the ability of first-year students to identify and apply some key assessment criteria to observed ‘peer’ behaviour, and this ability was retained over time. [ABSTRACT FROM AUTHOR]

It is suggested that a more specific emphasis should be placed in undergraduate education on the explicit development of the ability to make evaluative judgements. This higher level cognitive ability is highlighted as the foundation for much sound and successful personal and professional development throughout education, and in lifelong development. Yet it seldom seems to receive the explicit attention which is given in curricula in higher education to analysis and creativity. The paper includes several examples of activities which have been used and judged effective in developing the ability to make evaluative judgements, often at an early stage in undergraduate courses. [ABSTRACT FROM AUTHOR]

Peer-assessment was used within a negotiated curriculum in a module on training and development at ECTS level 3. The students on the programme were exclusively day-release and all had a major responsibility for the management and delivery of work-based training programmes. Analysis of student evaluations, supplemented by those of university assessors and the external examiner, showed that the learning on the programme was transformative in that it changed the way students perceived their own abilities and their potential to make improvements in their work both as students and trainers. Peer-assessment encouraged critical reflection, helped develop skills of autonomous learning and provided feedback that took account of individual learning needs. Weaker students benefited from the talents of their more able peers. Students planned, monitored and assessed their learning activities in a way that significantly increased motivation and raised academic standards. The learning achieved led to a transformation of personal and professional perspective on the part of the students leading to greater personal autonomy. [ABSTRACT FROM AUTHOR]

According to the rapid changes in our life styles and in order to cope with the new requirements for modern learning settings and activities, several applications have been developed to provide our modern society with these learning settings. E-assessment as a main part of e-learning has been affected by these new settings and new aspects such as peer assessment have become more and more important. In this paper, we will present a computer-assisted peer assessment system that can be used to improve the learning process. An overall architecture will be presented and an experiment has been conducted. First findings will be discussed and future work will be mentioned. [ABSTRACT FROM AUTHOR]

Beliefs about the validity and merit of self-, peer- and group-assessment practices are presented from 213 pre-service primary teachers and 30 staff who teach them. Both groups were surveyed using comparable items. A subset of seven staff participated in semi-structured interviews. Staff were far more supportive of peer- and self-assessment practices than their students with both groups indicating modest support for group assignments. While pedagogical factors best represent the staff support for engaging students in assessment of their own and their peers' work, several staff in interviews revealed that their high level of support for peer-assessment was closely linked to a time-saving factor. Peer-assessment was more often used than self-assessment while both practices were reported to have increased over the past two to three years. These findings are consistent with the reported increase in participative assessment practices in higher education generally. An important implication of this research is that in order to optimise the use of participative assessment, staff need to better prepare their students by modelling and communicating their reasons for adopting such practices. [ABSTRACT FROM AUTHOR]

The European Higher Education Area proposes important changes in the instructional models and teachers' and students' roles. The Higher Education main aim is to acquire professional competences. This implies changes into strategies and procedures to learning assessment at the university level. This work presents results derived of an innovation in assessment of the university learning with e- portfolio. A new use of active methodologies, with Information and Communication Technologies in order to promote an active learning, requires changes into evaluation methods. We present an application experience of e-portfolio. We emphasize its role in the development of metacognitive and reflexive competences. The results show a positive appraisal in the acquisition of competences by the students, so much in the comprehension of the purposes and processes of the learning as in the achievement of the competences planned. [ABSTRACT FROM AUTHOR]

This article details the implementation and use of a 'Review Stage' within the CAP (computerised assessment by peers) tool as part of the assessment process for a post-graduate module in e-learning. It reports upon the effect of providing the students with a 'second chance' in marking and commenting their peers' essays having been able to view the peer-comments of other markers. Included is discussion on how a mark for performing the peer-marking process can be automatically generated that reflects the quality of the student's marking and commenting of their peers' work. Student feedback is also presented to illustrate the effect that this additional stage of computerised peer-assessment has had upon the student's learning, development and assessment. [ABSTRACT FROM AUTHOR]

Multifaceted Rasch measurement was used in the present study with 91 student and 4 teacher raters to investigate how self- and peer-assessments work in comparison with teacher assessments in actual university writing classes. The results indicated that many self-raters assessed their own writing lower than predicted. This was particularly true for high-achieving students. Peer-raters were the most lenient raters; however, they rated high-achieving writers lower and low-achieving writers higher. This tendency was independent of their own writing abilities and therefore offered no support for the hypothesis that high-achieving writers rated severely and low-achieving writers rated leniently. On the other hand, most peer-raters were internally consistent and produced fewer bias interactions than self- and teacher-raters. Each of the four teachers was internally consistent; however, each displayed a unique bias pattern. Self-, peer-, and teacher-raters assessed Grammar severely and Spelling leniently. The analysis also revealed that teacher-raters assessed Spelling, Format, and Punctuation differently from the other criteria. It was concluded that self-assessment was somewhat idiosyncratic and therefore of limited utility as a part of formal assessment. Peer-assessors on the other hand were shown to be internally consistent and their rating patterns were not dependent on their own writing performance. They also produced relatively few bias interactions. These results suggest that in at least some contexts, peer-assessments can play a useful role in writing classes. By using multifaceted Rasch measurement, teachers can inform peer-raters of their bias patterns and help them develop better quality assessment criteria, two steps that might lead to better quality peer-assessment. [ABSTRACT FROM AUTHOR]

The Assessment is for Learning programme has been implemented by Learning and Teaching Scotland over recent years and there will be further developments throughout the Scottish curriculum up until and beyond 2007. This article re-examines the techniques of formative assessment that can progress pupil learning and appeals to teachers to review their practice against the background of the research. The purpose of this article is to encourage practitioners in all parts of the UK to embark upon a systematic review of their teaching with regard to formative assessment. In light of the research nationwide practitioners now have a plethora of effective techniques that can be embedded within all aspects of teaching in order to enhance their practice. Teachers may now wish to re-examine their own teaching with a view to exploiting the various strategies and techniques to benefit their pupils. [ABSTRACT FROM PUBLISHER]

"You be the examiner!" is an online approach to providing students with immediate, readily accessible, and nonthreatening feedback on their understanding of key biochemical concepts. The feedback aims to affirm correct understanding and, where further study appears necessary, direct the student to the relevant sections of their textbook and/or lecturer-provided study notes. Rather than providing model answers to previous examination questions, "You be the examiner" asks the students to evaluate typical "student" answers to such questions. Instead of a single "correct" answer, students encounter a range of answers that they must assess for accuracy and appropriateness. [ABSTRACT FROM AUTHOR]

This study describes the application of a Web-based portfolio for appreciation and peer assessment for visual-art education in elementary school. Besides examining the effectiveness of the proposed system in enhancing visual art education, this study also addresses how Web-based portfolios can help teachers to assess student learning progress and facilitate peer assessment. The results of questionnaires and interviews shows that the proposed portfolio system can help student learning and the peer assessment component of the proposed portfolio system can help the students' learning in visual-art education in elementary school. [ABSTRACT FROM AUTHOR]

Self-assessment is a process that enables students to assess their own performance and greatly facilitates their acquisition of increased responsibility for their learning and performance. The advent of e-learning in the Spanish university system has provided opportunities to reorient translator training and accept new challenges that enhance the quality of undergraduate studies. The present study demonstrates that the benefits of this new mode of instruction are especially appropriate to translator training. We describe the results of centring e-learning course design on self- and peer-assessment combined with tutor-moderation through the application of a rating scale of criterion-referenced descriptors. Our data demonstrate that the quantitative outcomes of learning remain constant. Furthermore, we include a range of qualitative data which indicate that students have a positive perception of the new learning and assessment processes, suggesting that these are responsible for increasing their awareness of important aspects of the translation process. [ABSTRACT FROM AUTHOR]

This study focuses on comparing the results of self-, peer- arid teacher-assessment of student essays, as well as on exploring students' experiences of the self- and peer-assessment processes. Participants were 15 law students. The scoring matrix used in the study made assessment easy, according to both teachers and students alike. Self-assessment was sometimes considered difficult, because the students felt it impossible to be objective when considering their own work. In peer-assessment, the students found it difficult to be critical when assessing the essay of a peer. The students found it easier to assess technical aspects of the essays when compared to aspects related to content. [ABSTRACT FROM AUTHOR]

This paper describes the experience of introducing student assessment of contribution to a final year pharmaceutics formulation group assignment, using a combined self- and peer-assessment approach. The Contribution Weighting Factors (CWFs) calculated from the student assessments were very tightly distributed, and the resulting adjustment to the overall individual mark received by the majority of the students was small. Very similar contributing factors would have also been obtained if only student peer-assessment had been utilised. [ABSTRACT FROM AUTHOR]

Abstract: This study describes the web-based self- and peer-assessments system, or the Web-SPA, which has been shown to provide teachers with a flexible interface with which to arrange various self- and peer-assessment procedures. Secondly, this study examines the effects of the application of the progressively focused self- and peer-assessment (PFSPA) procedures that are made available with the Web-SPA. In an evaluative study with 76 third-graders (14 or 15 years old) of junior school, it has been found that the upon completion of the PFSPA activities, the students demonstrate greater objectivity in their self-assessment scores; it has also been shown that significant consistency is found between the students’ self- and peer-assessments results and that the assessment results of teachers. Furthermore, the quality of the students’ works improved after the assessment activities. [Copyright &y& Elsevier]

This paper investigates the role of some selected psychological and personality traits of learners of English as a foreign language in the accuracy of self- and peer-assessments. The selected traits were motivation types, self-esteem, anxiety, motivational intensity, and achievement. 78 students of English as a foreign language participated in thirteen-week oral presentation tasks, during which they were asked to assess their own performance and that of their peers. The study concludes that assessment is a multifaceted process, which is affected by various psychological and personality traits of the raters. The results of the study seem to fall in line with the general pattern that learners possessing the positive side of a trait are more accurate than those who have its negative side, with the exception of students with high classroom anxiety. In addition, high reliability indices similar to those reported in the literature are obtained. The study also shows that long periods of practice and sufficient feedback have a positive effect on the accuracy of assessment. Finally, the study demonstrates that students with low self-esteem are the most accurate in assessing their performance, whereas learners with instrumental motivation are the least accurate. [Copyright &y& Elsevier]

Since the development of problem-based learning curricula, medical educators have viewed tutorials as an ideal context within which medical student competence can be assessed. Advantages of tutorial-based assessment include, (a) evaluation based on prolonged and intense interactions between students, peers, and tutors, (b) the opportunity to assess domains of competence that are not readily assessed by more traditional examinations (e.g., communication skills, scientific curiosity, and respect for peers), and (c) avoidance of the negative impact of more formal summative evaluations. However, in addition to psychometric weaknesses inherent in this form of evaluation, the interpersonal relationships that serve as one of the primary strengths of the tutorial have also proven to be one of the main defects in tutorial-based assessment. The current paper will review the evidence relevant to this assessment paradox, paying particular attention to the use of self-assessment. [ABSTRACT FROM AUTHOR]

Background: A major challenge with Competency Based Medical Education (CBME) is that of increased assessment burden on faculty. To reduce this burden, the accuracy and reliability of peer-assessment for surgical skills requires further exploration., Methods: Forty-two second year medical students were video recorded while performing a simple interrupted suture and an instrument tie. Four novice raters underwent a short training session on the use of the Objective Structured Assessment of Technical Skills (OSATS) checklists. Videos of the suturing task were then independently assessed by the four novice raters and two expert raters on two occasions. Agreement between novice and expert rater scores was calculated using the intraclass correlation coefficient (ICC)., Results: For both simple interrupted suturing (ICC = 0.78, CI = 0.66-0.86, p < 0.001) and instrument ties (ICC = 0.87, CI = 0.80-0.92, p < 0.001), there was good agreement between novice and expert raters., Conclusions: Novice raters can be taught to use the OSATS checklists to assess peers on simple suturing and instrument tying tasks., (Copyright © 2021 Elsevier Inc. All rights reserved.)

To develop the skills and competencies required in professional organisations, students have to reflect on their own behaviour. Many current assessment practices in higher education do not answer this need. The recent interest in new assessment forms, such as self-, peer-, and co-assessment, can be seen as a means to tackle this problem. In the present article, a review of the literature provides answers to two questions: (1) How are self-, peer- and co-assessment applied in higher education? and (2) What are the effects of the use of these forms of assessment on the quality of the learning environment? Analyses of 62 studies showed that self-, peer- and co-assessment can be effective tools in developing competencies needed as a professional. These forms of assessment are often used in combination with each other. Implementation of these forms of assessments accelerates the developments of a curriculum based on competencies (knowledge as a tool) rather than knowledge (as a goal) and leads towards the integration of instruction and assessment in higher education. As such, this development of a learning environment contributes to the education of responsible and reflective professionals. [ABSTRACT FROM AUTHOR]