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Improving Self-Reflection Assessment Practices: Comparative Judgment as an Alternative to Rubrics.

Liesje Coertjens1,2, Marije Lesterhuis2, Benedicte Y De Winter3

  • 1Psychological Sciences Research Institute, Université catholique de Louvain, Louvain-la-Neuve, Belgium.

Teaching and Learning in Medicine
|February 11, 2021
PubMed
Summary
This summary is machine-generated.

Comparative judgment offers a promising alternative to traditional rubrics for assessing student self-reflections, showing strong correlations in scores. However, further research is needed to optimize its implementation for summative assessments.

Keywords:
comparative judgment;reflective skills;reliabilityrubrics;

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Area of Science:

  • Medical Education
  • Educational Assessment

Background:

  • Reflective skills are crucial for medical practitioners and integrated into curricula.
  • Traditional rubric-based assessments often lack sufficient inter-rater reliability.
  • Comparative judgment presents a novel approach for evaluating performance assessments.

Purpose of the Study:

  • To investigate the utility of comparative judgment for assessing students' written self-reflections.
  • To examine the reliability, score correlation, and rater perceptions of the comparative judgment method compared to rubrics.

Main Methods:

  • Eight raters assessed 22 self-reflections using comparative judgment, completing 200 comparisons.
  • A focus group explored raters' perceptions of the method.
  • Data included scale separation reliability, inter-rater reliability (ICC), and Kendall's tau correlation.

Main Results:

  • Comparative judgment required seven comparisons per reflection for a reliability of .55, comparable to rubric reliability (.56).
  • Both methods required approximately 24 minutes for similar reliability levels.
  • A strong correlation was found between scores from both methods, with raters appreciating nuanced quality evaluation but finding the time investment heavy.

Conclusions:

  • Comparative judgment shows potential as an alternative to rubrics for assessing self-reflections.
  • Further research is necessary to address time investment and feedback mechanisms for summative assessments.
  • Investigating comparative judgment with a pass/fail approach is warranted.