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Tutor assessment of PBL process: does tutor variability affect objectivity and reliability?

Bidyadhar Sa1, Chidum Ezenwaka2, Keerti Singh3

  • 1Centre for Medical Sciences Education, The Faculty of Medical Sciences, The University of the West Indies, St Augustine Campus, St Augustine, Trinidad and Tobago. bidyadhar.sa@sta.uwi.edu.

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|March 10, 2019
PubMed
Summary
This summary is machine-generated.

Tutor variability in assessing Problem-Based Learning (PBL) significantly impacts objectivity and reliability. Enhanced tutor training in assessment principles is crucial for consistent and valid student evaluations in medical education.

Keywords:
ObjectivityProblem based learningProcess AssessmentReliabilityTutor variability

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Area of Science:

  • Medical Education
  • Assessment in Higher Education

Background:

  • Objectivity and reliability are essential for valid student assessments.
  • Tutor assessment in Problem-Based Learning (PBL) faces challenges and limitations.
  • This study investigated tutor variability in PBL assessment at the Faculty of Medical Sciences, The University of the West Indies.

Purpose of the Study:

  • To determine the extent of tutor variability in assessing the PBL process.
  • To analyze the impact of rater leniency and stringency on assessment outcomes.
  • To evaluate the agreement among tutors in rating PBL groups.

Main Methods:

  • 181 third-year MBBS students were randomly assigned to 14 PBL groups.
  • 12 tutors assessed groups using a 12-criterion, six-point rating scale.
  • Statistical analyses included t-tests, ANOVA, post-hoc tests, Intra-Class Correlation (ICC), and Pearson correlations.

Main Results:

  • Significant differences were found between highest/lowest-rated groups and lenient/stringent raters (p < 0.05).
  • Leniency and stringency significantly diluted scores (p < 0.01).
  • Low agreement (ICC) was observed among tutors, except for three groups (r = 0.40). Tutor experience showed moderate correlation with ratings (r = 0.52).

Conclusions:

  • Rater leniency and stringency significantly affect the objectivity and reliability of PBL assessments.
  • Rigorous training for tutors in assessment principles is recommended.
  • Practical application of training is essential to mitigate rater bias.