Five ways to get a grip on grouped self-assessments of competence for program evaluation

Self-assessments conducted by individuals when taken together (grouped) provide valid and accurate measures of learning outcomes of the group. This is useful for program evaluation. Grouped self-assessments are simple to understand and construct, easy to implement, relatively accurate, and do not r...

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Autores principales:	Rebecca Zhao, Marcel D'Eon
Formato:	article
Lenguaje:	EN
Publicado:	Canadian Medical Education Journal 2020
Materias:	Education (General) L7-991 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/5468b954e6a54acba6d656190a6c2468
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spelling	oai:doaj.org-article:5468b954e6a54acba6d656190a6c24682021-12-01T22:41:34ZFive ways to get a grip on grouped self-assessments of competence for program evaluation10.36834/cmej.692761923-1202https://doaj.org/article/5468b954e6a54acba6d656190a6c24682020-03-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/69276https://doaj.org/toc/1923-1202 Self-assessments conducted by individuals when taken together (grouped) provide valid and accurate measures of learning outcomes of the group. This is useful for program evaluation. Grouped self-assessments are simple to understand and construct, easy to implement, relatively accurate, and do not require extensive and complex pre-post testing measures. However, group self-assessments have the potential to be misused. To examine how group self-assessments have been used in medical education, we conducted a search of journal articles published in 2017 and 2018 from eight prominent medical education journals. Twenty-seven (n=27) articles that used self-assessments for program evaluation were selected for data extraction and analysis. We found three main areas where misuse of self-assessments may have resulted in inaccurate measures of learning outcomes: measures of “confidence” or “comfort”, pre-post self-assessments, and the use of ambiguous learning objectives. To prevent future misuse and to build towards more valid and reliable data for program evaluations, we present the following recommendations: measure competence instead of confidence or comfort; use pre-test self-assessments for instructional purposes only (and not for data); ask participants to do the post-intervention self-assessments first followed by retrospective pre-intervention self-assessments afterwards; and use observable, clear, specific learning objectives in the educational intervention that can then be used to create the self-assessment statements. Rebecca ZhaoMarcel D'EonCanadian Medical Education JournalarticleEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 11, Iss 4 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Education (General) L7-991 Medicine (General) R5-920
spellingShingle	Education (General) L7-991 Medicine (General) R5-920 Rebecca Zhao Marcel D'Eon Five ways to get a grip on grouped self-assessments of competence for program evaluation
description	Self-assessments conducted by individuals when taken together (grouped) provide valid and accurate measures of learning outcomes of the group. This is useful for program evaluation. Grouped self-assessments are simple to understand and construct, easy to implement, relatively accurate, and do not require extensive and complex pre-post testing measures. However, group self-assessments have the potential to be misused. To examine how group self-assessments have been used in medical education, we conducted a search of journal articles published in 2017 and 2018 from eight prominent medical education journals. Twenty-seven (n=27) articles that used self-assessments for program evaluation were selected for data extraction and analysis. We found three main areas where misuse of self-assessments may have resulted in inaccurate measures of learning outcomes: measures of “confidence” or “comfort”, pre-post self-assessments, and the use of ambiguous learning objectives. To prevent future misuse and to build towards more valid and reliable data for program evaluations, we present the following recommendations: measure competence instead of confidence or comfort; use pre-test self-assessments for instructional purposes only (and not for data); ask participants to do the post-intervention self-assessments first followed by retrospective pre-intervention self-assessments afterwards; and use observable, clear, specific learning objectives in the educational intervention that can then be used to create the self-assessment statements.
format	article
author	Rebecca Zhao Marcel D'Eon
author_facet	Rebecca Zhao Marcel D'Eon
author_sort	Rebecca Zhao
title	Five ways to get a grip on grouped self-assessments of competence for program evaluation
title_short	Five ways to get a grip on grouped self-assessments of competence for program evaluation
title_full	Five ways to get a grip on grouped self-assessments of competence for program evaluation
title_fullStr	Five ways to get a grip on grouped self-assessments of competence for program evaluation
title_full_unstemmed	Five ways to get a grip on grouped self-assessments of competence for program evaluation
title_sort	five ways to get a grip on grouped self-assessments of competence for program evaluation
publisher	Canadian Medical Education Journal
publishDate	2020
url	https://doaj.org/article/5468b954e6a54acba6d656190a6c2468
work_keys_str_mv	AT rebeccazhao fivewaystogetagripongroupedselfassessmentsofcompetenceforprogramevaluation AT marceldeon fivewaystogetagripongroupedselfassessmentsofcompetenceforprogramevaluation
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Five ways to get a grip on grouped self-assessments of competence for program evaluation

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