和子:教师评估的看法和现实
Jillian Zavodnick1, Jonathan Doroshow2, Sarah Rosenberg1
1Sidney Kimmel Medical College, Thomas Jefferson University, Philadelphia, USA.
Journal of medical education and curricular development
|September 11, 2023
概括
教师的分级严格感知与现实相一致,在医疗职务人员实习中. 然而,被认为"容易"或"困难"的评分对最终的推成绩没有显著的影响,这表明评价是公平的.
科学领域:
- 医学教育 医学教育
- 研究生医学教育研究生医学教育
- 内部医学工作人员实习.
背景情况:
- 内部医学职员的成绩对于入住医院的选择至关重要.
- 不一致的评估者评分可能会损害学生绩效评估的准确性和公平性.
- 建议设立职务人员评级委员会,但其确保准确性和公平性的准确机制需要进一步研究.
研究的目的:
- 在医学院评分委员会内调查评估和记账个人评价员评分严格性的可靠性.
- 确定教师评分严格性 (严格,宽松,中立) 的感知差异是否与实际评分变化相关.
- 分析认知分级严格性对最终成绩建议的影响.
主要方法:
- 从单一医学院的教师评价的回顾性分析.
- 教师被评级委员会分类为严格,宽松或中立的评级者.
- 用后勤回归来评估对特定技能和最终成绩建议的评级差异的评估.
主要成果:
- "轻松评分者"的评分概率高于平均水平,而"艰难评分者"的评分概率较低,尽管统计学意义仅限于8个评估问题中的2个.
- 较高的最终建议成绩的几率比率遵循预期的模式 (容易/中性>难;容易>中性),但没有达到统计学意义.
- 在被认为是严格或宽松的教师之间,最终推的成绩没有显著差异.
结论:
- 在教师评分严格性的感知差异是建立在现实中,在职工职位内特定的评估元素.
- 尽管有看法,评分员的严格或宽容并没有显著影响最终推的成绩.
- 需要对"子和子效应"进行进一步的研究,以解决分级变化,并确保学生评估的公平性.
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