Finn, G.M. and Sawdon, M. (2010) 'Factors influencing students’ ability to self and peer assess performance.', Association for Medical Education in Europe (AMEE) Conference 2010 Glasgow, UK, 4-8 Sep 2010.
Background: We demonstrate the phenomenon of ‘incompetent and unaware’ in a real world setting. Summary of work: Medical students (193) participated in a self-assessment exercise, requiring predictions of exam grade in 3 domains; knowledge, skills, and behaviours. The exercise was completed 3 times; immediately after January exams, one week after January exams and immediately after May exams. Feedback on assessment ability was given between January and May. Personality type was correlated with self-assessment ability. Students assessed the Conscientiousness Index (CI) scores of themselves and peers. Summary of results: Failing students over predicted their exam performance. Merit students under assessed performance, and pass students accurately self-assessed. Students’ ability to self-assess was not improved after a week of contemplation. Feedback improved failing students’ ability to self-assess but had no impact upon under-assessing merit students. Students were unable to predict their CI scores, but were able to assess peers’ scores. Ability to self-assess was not related to personality type. Conclusions: Ability to self-assess was consistent across physical skills and cognitive aptitudes, but not attributes (conscientiousness). Take home messages: Failing students can become more self-aware with respect to exam performance if they are given appropriate feedback. Self-awareness is crucial for success; students need more guidance on this.
|Item Type:||Conference item (Paper)|
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|Publisher Web site:||http://www.amee.org/index.asp?pg=132|
|Record Created:||06 Aug 2010 15:35|
|Last Modified:||17 May 2012 10:01|
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