Raising students' meta-cognition (self-assessment) abilities |
"Certainty-Based Marking (CBM) for reflective learning and proper knowledge assessment"
Prof Tony Gardner-Medwin, University College London, UK
Dr Nancy Curtin, Imperial College London, UK
"Developing clinical self-assessment skills in first-year dental students"
Assoc Prof Tracy Winning, Dimitra Lekkas, & Prof Grant Townsend, Universtiy of Adelaide, Australia
Expert facilitator: Dr. Nigel Watson, University of Strathclyde Download review
Please download case study texts by both authors by clicking the links below.
Read the Gardner-Medwin & Curtin case study (Download will open in a new window)
Overview: Certainty Based Marking (CBM) involves asking students not only the answer to an objective question, but also how certain they are that their answer is correct. The mark scheme rewards accurate reporting of certainty and good discrimination between more and less reliable answers. This encourages reflection about justification and soundness of relevant knowledge and skills, and probes weaknesses more deeply. It is easily implemented with existing test material, popular with students, grounded firmly in information theory and proven to enhance the quality of exam data. We report our experience with CBM and raise questions about constructive, fair and efficient assessment.
Read the Winning et al case study (Download will open in a new window)
Overview: The hidden nature of dentistry and the rapidly changing practice environment require our graduates to be effective self-assessors, to ensure that they are competent life-long learners. The assessment literature indicates that if students do not develop an understanding of assessment processes then their learning outcomes will be limited. Therefore, this showcase focuses on how we support our first-year dental students to understand our assessment processes, particularly related to development of their self-assessment capabilities. Students participate in weekly self-assessment of their clinic performance using current criteria/standards and in a series of specifically designed workshops, involving observation of videos depicting ‘peers’ completing relevant clinical activities. They also practise applying criteria to assess performance of 'peers' in the videos, supported by discussion with peers and tutors, and reflection through critiquing their own assessments. The outcomes from these activities will inform how our self-assessment/feedback activities can be designed to support development of dental graduates as effective life-long learners.
Session details
A chat session was held here with the Authors and Expert facilitator on the 30th May from 09:00 - 10:00 UK time (BST). You may view a transcript of this chat from the link below.
Chat transcript - Raising students' meta-cognition (self-assessment) abilities
The discussion forum will be open throughout the conference, and can be accessed through the 'Join the discussion' link below.
Use the 'Join the Discussion' link to view all the posts for this session. As a taster, below are the last 5 posts for this session's discussion fora.
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