Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Nursing Assessment

Nursing Assessment

The two sources for collecting information are primary and secondary. After gathering information, interpretation and validation help to complete the data. The purpose of assessment is to establish data with the initial information, to interpret data about the patient's perceived needs and health problems, and to respond to these problems identified.
The nurse collects all aspects of the patient's health in the initial assessment, establishing priorities for ongoing focused assessments and...

Data Collection III

Data Collection III

The physical assessment examines the patient for objective data that defines the patient's condition, and aids in formulating the nursing care plan. The purpose of physical assessment is a health status appraisal, which includes identifying health problems, and establishing a database for nursing intervention.
The principles to begin the physical assessment include conducting a comprehensive or problem-related history in a quiet, well-lit room, emphasizing privacy and comfort for the patient.

Data Validation

Data Validation

Data validation is an essential part of a comprehensive assessment. Validation is confirming or verifying and opening the door to gathering more assessment data as it clarifies vague or unclear data. The process of checking and verifying the collected information is called data validation. The primary purpose of data validation is to ensure data is as free from error, bias, and misinterpretation as possible.
Nursing assessment guides are generally based on holistic models rather than medical...

Review and Preview

Review and Preview

In statistics, several tools are used to interpret the data. Measures of central tendency represent the characteristics of the data, such as mean, median, and mode. Additionally, measures of variance like standard deviation and range are used to find the spread of data from the mean. Relative standing measures the distance between data locations. Commonly used measures of relative standings are percentile, z score, and quartiles.
Percentiles are a type of fractile that partition data into...

Types of Aggregate Grading

Types of Aggregate Grading

Aggregate grading is crucial in economically obtaining a concrete mix with adequate strength, reasonable workability, and minimal segregation. There are four types of aggregate gradation: well-graded, uniformly (or one-sized) graded, gap-graded, and open-graded.
Well-graded aggregates include a complete range of necessary size fractions that fit together to create a dense matrix with minimal voids, represented by a smooth, continuous gradation curve. This type of grading ensures good...

Actuarial Approach

Actuarial Approach

The actuarial approach, a statistical method originally developed for life insurance risk assessment, is widely used to calculate survival rates in clinical and population studies. This method accounts for participants lost to follow-up or those who die from causes unrelated to the study, ensuring a more accurate representation of survival probabilities.
Consider the example of a high-risk surgical procedure with significant early-stage mortality. A two-year clinical study is conducted,...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

Residents' Experiences with Personalized Learning in Postgraduate Training; Going Beyond Competency Based Medical Education.

Perspectives on medical education·2026

Same author

Exploring Workplace Learning in Surgical Practice: How Mindset and Motivation Are Associated With Self-Regulated Learning Behaviors.

Perspectives on medical education·2025

Same author

Exploring Junior Residents' Barriers in Mobilizing Social Capital and Their Coping: A Qualitative Ego Social Network Study.

Perspectives on medical education·2025

Same author

Fairer footing or further marginalization: How AI fails to level the playing field in academic writing.

Medical teacher·2025

Same author

Transitioning to residency: a qualitative study exploring residents' perspectives on strategies for adapting to residency.

BMC medical education·2025

Same author

Challenges to Students' Learning and Wellbeing During Placement Abroad: A Qualitative Study Using Rich Pictures.

Perspectives on medical education·2024

Search research articles

Related Experiment Video

Updated: Jul 16, 2026

Boldness, Aggression, and Shoaling Assays for Zebrafish Behavioral Syndromes

Boldness, Aggression, and Shoaling Assays for Zebrafish Behavioral Syndromes

Published on: August 29, 2016

From aggregation to interpretation: how assessors judge complex data in a competency-based portfolio.

Andrea Oudkerk Pool¹, Marjan J B Govaerts², Debbie A D C Jaarsma³

¹Department of Educational Development and Research, Maastricht University, Universiteitssingel 60, 6229 ER, Maastricht, The Netherlands. a.oudkerkpool@maastrichtuniversity.nl.

Advances in Health Sciences Education : Theory and Practice

|October 17, 2017

Summary

Assessors use a three-phase process to evaluate portfolios, but personal beliefs influence their judgments. Multiple assessors and clear portfolio design are recommended for valid competency assessment.

Keywords:

Assessment Competency-based medical education Information processing Portfolio Rater cognition Think-aloud method Undergraduate medical education

More Related Videos

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

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

Published on: September 27, 2020

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Related Experiment Videos

Last Updated: Jul 16, 2026

Boldness, Aggression, and Shoaling Assays for Zebrafish Behavioral Syndromes

Boldness, Aggression, and Shoaling Assays for Zebrafish Behavioral Syndromes

Published on: August 29, 2016

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

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

Published on: September 27, 2020

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Area of Science:

Medical Education
Psychology
Assessment Science

Background:

Portfolios are increasingly utilized for competence assessment.
The validity of portfolio-based assessments remains largely unconfirmed.
Understanding assessor judgment formation is crucial for reliable assessment.

Purpose of the Study:

To investigate how assessors interpret complex data in competency-based portfolios.
To explore the cognitive processes underlying assessor judgment formation.
To identify factors influencing variations in assessor decision-making.

Main Methods:

Eighteen assessors evaluated mock portfolios using think-aloud protocols.
Semi-structured interviews were conducted post-evaluation.
Thematic analysis was applied to qualitative data from protocols and interviews.

Main Results:

Assessors followed a cyclical cognitive process: acquiring, organizing, and integrating evidence.
Assessors tended to confirm initial judgments, even with disconfirming evidence.
Variations in judgments stemmed from differing assessment beliefs, performance theories, and student inferences.

Conclusions:

Assessor reasoning is influenced by individual mental models, impacting feedback and decision credibility.
Multiple, well-substantiated judgments are essential for portfolio assessment validity.
Portfolio design should facilitate evidence selection and navigation.