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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

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A simple instrument for the assessment of student performance in problem-based learning tutorials.

Si-Mui Sim¹, Nor Mohd Adnan Azila, Lay-Hoong Lian

¹Department of Pharmacology, Faculty of Medicine, University of Malaya, Kuala Lumpur, Malaysia. debrasim@um.edu.my

Annals of the Academy of Medicine, Singapore

|October 20, 2006

Summary

A new assessment tool for problem-based learning (PBL) tutorials was found to be user-friendly and reliable by tutors. The instrument demonstrated consistent scoring among raters, aiding fair student performance evaluation.

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Area of Science:

Medical Education
Assessment in Higher Education

Background:

A process-oriented instrument was developed for the summative assessment of student performance in problem-based learning (PBL) tutorials.
This study aimed to evaluate tutor acceptability and inter-rater reliability of the developed assessment instrument.

Purpose of the Study:

To assess the user-friendliness and acceptability of a novel assessment instrument among tutors facilitating problem-based learning (PBL) sessions.
To determine the consistency and reliability of student performance scores assigned by different tutors using the instrument.

Main Methods:

A survey was administered to tutors to evaluate the user-friendliness of the assessment instrument.
The instrument assessed four competencies: participation/communication, cooperation/team-building, comprehension/reasoning, and knowledge/information-gathering skills on a 5-point scale.
Inter-rater reliability of assessment scores from undergraduate medical students over two academic years was analyzed using intraclass correlation.

Main Results:

The majority of tutors found the instrument easy to use and fair for assessing students.
Analysis indicated relatively consistent scoring among different raters, although some tutors exhibited consistent strict or lenient rating patterns.
Intraclass correlation analysis supported the reliability of the assessment scores.

Conclusions:

The developed instrument for assessing student performance in problem-based learning (PBL) tutorials is user-friendly.
The assessment instrument is reliable when utilized appropriately with provided criteria guidelines, ensuring consistent evaluation of student competencies.