The Processes and Dimensions of Informed Self-Assessment: A Conceptual Model

Sargeant, Joan; Armson, Heather; Chesluk, Ben; Dornan, Timothy; Eva, Kevin W.; Holmboe, Eric S.; Lockyer, Jocelyn; Loney, E. Hill De; Mann, Karen; Vleuten, Cees van der

doi:10.1097/acm.0b013e3181d85a4e

Cited by 275 publications

(231 citation statements)

References 37 publications

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“…If we are to better understand the processes involved in self-assessment, greater attention needs to be placed on "the varied influencing conditions and inherent tensions to progress in understanding self-assessment, how it is informed, and its role in self-directed learning and professional self-regulation" (Sargeant et al, 2010(Sargeant et al, , p. 1212. This requires consideration of cognitive and affective aspects of self-monitoring and regulation (Ruiz-Primo, 2011).…”

Section: Core Themesmentioning

confidence: 99%

Making Sense of Assessment Feedback in Higher Education

Evans

2013

Review of Educational Research

829

574

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This article presents a thematic analysis of the research evidence on assessment feedback in higher education (HE) Keywords: assessment, feedback, higher education, feedback gap, feedback landscape.A focus on assessment feedback from a higher education (HE) perspective is pertinent given those debates on enhancing student access, retention, completion, and satisfaction within college and university contexts (Eckel & King, 2004). This article will provide a timely and thorough critique of the latest developments within the assessment feedback field. The focus of the review is on the feedback that students receive within their coursework from multiple sources. In the introduction, feedback is defined and the HE context articulated. This is followed by an analysis of 460 articles on assessment feedback in HE produced in the past 12 years. Key themes and dominant discourses are explored, including an examination of the feedback gap. Relevant theoretical perspectives are drawn upon and extended to conceptualize the feedback landscape in order to provide a valuable framework for considering the issues and processes implicit in implementing effective assessment feedback designs within HE contexts and to facilitate future research agendas in assessment feedback in HE.

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Section: Core Themesmentioning

confidence: 99%

Making Sense of Assessment Feedback in Higher Education

Evans

2013

Review of Educational Research

829

574

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“…Without feedback, learners may be unclear as to how well or how poorly they are performing, and the most expedient actions they should undertake for improvement (Rees & Shepherd 2005). Self-assessment alone is unreliable; and feedback from external sources is essential to confirm or disconfirm self-perceptions (Archer 2010;Sargeant et al 2010Sargeant et al , 2011. Residents are in the process of developing self-assessment and self-monitoring skills that will serve them throughout their professional lives and feedback enables this process.…”

Section: Introductionmentioning

confidence: 99%

Encouraging residents to seek feedback

et al. 2013

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Aim: To explore resident and faculty perceptions of the feedback process, especially residents' feedback-seeking activities. Methods: We conducted focus groups of faculty and residents exploring experiences in giving and receiving feedback, feedbackseeking, and suggestions to support feedback-seeking. Using qualitative methods and an iterative process, all authors analyzed the transcribed audiotapes to identify and confirm themes. Results: Emerging themes fit a framework situating resident feedback-seeking as dependent on four central factors: (1) learning/ workplace culture, (2) relationships, (3) purpose/quality of feedback, (4) emotional responses to feedback. Residents and faculty agreed on many supports and barriers to feedback-seeking. Strengthening the workplace/learning culture through longitudinal experiences, use of feedback forms and explicit expectations for residents to seek feedback, coupled with providing a sense of safety and adequate time for observation and providing feedback were suggested. Tensions between faculty and resident perceptions regarding feedback-seeking related to fear of being found deficient, the emotional costs related to corrective feedback and perceptions that completing clinical work is more valued than learning. Conclusion: Resident feedback-seeking is influenced by multiple factors requiring attention to both faculty and learner roles. Further study of specific influences and strategies to mitigate the tensions will inform how best to support residents in seeking feedback.

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“…Further, self-assessment is a situationally bound cognitive process that is context specific and dependent on expertise. More recently, a study (Sargeant et al 2010) of undergraduates, postgraduate trainees, and practicing physicians found that self-assessment was informed by dynamic and fluid processes in which data from external and internal sources were interpreted. When physicians interpret their data, they may accept, reject, ignore,…”

Section: Introductionmentioning

confidence: 99%

Feedback data sources that inform physician self-assessment

et al. 2011

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Background: Self-assessment is a process of interpreting data about one's performance and comparing it to explicit or implicit standards. Aim: To examine the external data sources physicians used to monitor themselves. Methods: Focus groups were conducted with physicians who participated in three practice improvement activities: a multisource feedback program; a program providing patient and chart audit data; and practice-based learning groups. We used grounded theory strategies to understand the external sources that stimulated self-assessment and how they worked. Results: Data from seven focus groups (49 physicians) were analyzed. Physicians used information from structured programs, other educational activities, professional colleagues, and patients. Data were of varying quality, often from non-formal sources with implicit (not explicit) standards. Mandatory programs elicited variable responses, whereas data and activities the physicians selected themselves were more likely to be accepted. Physicians used the information to create a reference point against which they could weigh their performance using it variably depending on their personal interpretation of its accuracy, application, and utility. Conclusions: Physicians use and interpret data and standards of varying quality to inform self-assessment. Physicians may benefit from regular and routine feedback and guidance on how to seek out data for self-assessment.

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The Processes and Dimensions of Informed Self-Assessment: A Conceptual Model

Cited by 275 publications

References 37 publications

Making Sense of Assessment Feedback in Higher Education

Making Sense of Assessment Feedback in Higher Education

Encouraging residents to seek feedback

Feedback data sources that inform physician self-assessment

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