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Exploring the role of first impressions in rater-based assessments

机译：探索第一印象在基于评估者的评估中的作用

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摘要

Medical education relies heavily on assessment formats that require raters to assess the competence and skills of learners. Unfortunately, there are often inconsistencies and variability in the scores raters assign. To ensure the scores from these assessment tools have validity, it is important to understand the underlying cognitive processes that raters use when judging the abilities of their learners. The goal of this paper, therefore, is to contribute to a better understanding of the cognitive processes used by raters. Representative findings from the social judgment and decision making, cognitive psychology, and educational measurement literature will be used to enlighten the underpinnings of these rater-based assessments. Of particular interest is the impact judgments referred to as first impressions (or thin slices) have on rater-based assessments. These are judgments about people made very quickly and based on very little information. A narrative review will provide a synthesis of research in these three literatures (social judgment and decision making, educational psychology, and cognitive psychology) and will focus on the underlying cognitive processes, the accuracy and the impact of first impressions on rater-based assessments. The application of these findings to the types of rater-based assessments used in medical education will then be reviewed. Gaps in understanding will be identified and suggested directions for future research studies will be discussed.
机译：医学教育在很大程度上依赖于评估格式，要求评估者评估学习者的能力和技能。不幸的是，评估者分配的分数通常存在不一致和变异性。为了确保这些评估工具的分数具有正确性，重要的是要了解评估者在评估学习者能力时所使用的潜在认知过程。因此，本文的目的是有助于更好地理解评估者使用的认知过程。来自社会判断和决策，认知心理学和教育测量文献的代表性发现将用于启发这些基于评估者的评估的基础。特别令人感兴趣的是被称为第一印象（或薄片）的影响判断对基于评估者的评估的影响。这些是关于人们做出的判断非常迅速且基于很少信息的判断。叙述性综述将提供对这三种文献（社会判断和决策，教育心理学和认知心理学）的研究综述，并将侧重于基本的认知过程，第一印象对基于评估者的评估的准确性和影响。然后将审查这些发现在医学教育中基于评估者的评估类型中的应用。理解上的差距将被确定，并将讨论未来研究的建议方向。

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