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首页> 外文期刊>Advances in health sciences education: theory and practice >Expectations, observations, and the cognitive processes that bind them: expert assessment of examinee performance
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Expectations, observations, and the cognitive processes that bind them: expert assessment of examinee performance

机译：期望，观察和约束它们的认知过程：对考生表现的专家评估

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Performance-based assessment (PBA) is a valued assessment approach in medical education, be it in a clerkship, residency, or practice context. Raters are intrinsic to PBA and the increased use of PBA has lead to an increased interest in rater cognition. Although several researchers have tackled factors that may influence the variability in rater judgment, the critical examination of rater observation of performance and the translation of that data into judgements are being investigated. The purpose of this study was to qualitatively investigate the cognitive processes of raters, and to create a framework that conceptualizes those processes when raters assess a complex performance. We conducted semi-structured interviews with 11 faculty members (nominated as excellent assessors) from a Department of Medicine to investigate how raters observe, interpret, and translate performance into judgments. The transcribed verbal protocols were analyzed using Constructivist Grounded Theory in order to develop a theoretical model of raters' assessment processes. Several themes emerged from the data and were grouped according to three macro-level themes describing how the raters balance two sources of data [(1) external sources of information and (2) internal/personal sources of information] by relying on specific cognitive processes to assess an examinee performance. The results from our study demonstrate that assessment is a difficult cognitive task that involves nuance using specific cognitive processes to weigh external and internal data against each other. Our data clearly draws attention to the constant struggle between objectivity and subjectivity that is observed in assessment as illustrated by the importance given to nuancing the examinee's observed performance.
机译：基于绩效的评估（PBA）是医学教育中的一种有价值的评估方法，无论是在业务，居住或实践方面。评估者是PBA固有的，PBA的使用增加导致对评估者认知的兴趣增加。尽管一些研究人员已经解决了可能影响评估者判断变异性的因素，但人们正在对评估者观察绩效的严格检查以及将数据转化为判断进行研究。这项研究的目的是定性地研究评估者的认知过程，并创建一个框架，在评估者评估复杂绩效时将这些过程概念化。我们对来自医学系的11名教职员工（被提名为优秀评估者）进行了半结构化访谈，以调查评估者如何观察，解释并将绩效转化为判断。转录的口头协议使用建构主义扎根理论进行了分析，以建立评估者评估过程的理论模型。数据中出现了几个主题，并根据三个宏观主题进行了分组，这些主题描述了评估者如何通过依赖特定的认知过程来平衡两个数据源[（1）外部信息源和（2）内部/个人信息源]。评估考生的表现。我们的研究结果表明，评估是一项艰巨的认知任务，其中涉及使用特定认知过程来权衡内部和外部数据之间的细微差别。我们的数据清楚地引起人们对评估中观察到的客观性和主观性之间不断斗争的关注，正如对提高考生观察表现的重要性所表明的。

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