Self-assessment and dialogue: can it improve learning?
- Diana H. J. M. Dolmans
- … show all 1 hide
Rent the article at a discountRent now
* Final gross prices may vary according to local VAT.Get Access
Self-assessment is a topic that receives much interest. Self-assessment is assumed to be a process that informs the learner about his strengths and weaknesses based on which he can make decisions about what needs further learning or further improvement. Although it is known from previous studies that self-assessment requires clear, timely, specific and constructive feedback to inform the learners’ self-assessment (Sargeant et al. 2010); not much is known about the conditions under which self-assessment is effective and does enhance learning.
Plant et al. (2012) report an interesting study about the process of self-assessment. The aim of the study was to better understand HOW and WHY resident physicians adjust their self-assessment after reviewing their own performance in leading a simulated resuscitation in the presence of an interviewer. The study demonstrates that: (1) the residents find self-assessment important and the video review useful and (2) quantitative feedback from observers ...
- Driessen, E. W., Van Tartwijk, J., van der Vleuten, C. P. M., & Wass, V. J. (2007). Portfolios in medical education: Why do they meet with mixed success? A systematic review. Medical Education, 41, 1224–1233. CrossRef
- Mann, K., Gordon, J., & MacLeod, A. (2009). Reflection and reflective practice in health professions education: A systematic review. Advances in Health Sciences Education, 14, 595–621. CrossRef
- Plant, J.L., Corden, M., Mourad, M., O’Brien, B.C. & van Schaik, S. M. (2012). Understanding self-assessment as an informed process: Residents’ use of external information for self-assessment of performance in simulated resuscitations. Advances in Health Sciences Education. doi:10.1007/s10459-012-9363-2.
- Sargeant, J., Armson, H., Chesluk, B., Dornan, T., Eva, K., Holmboe, E., et al. (2010). The processes and dimensions of informed self-assessment: A conceptual model. Academic Medicine, 85(7), 1212–1220. CrossRef
- Sargeant, J., McNaughton, E., Mercer, S., Murphy, D., Sullivan, P., & Bruce, D. (2011). Providing feedback: Exploring a model (Emotion, Content, Outcomes) for facilitating multisource feedback. Medical Teacher, 33(9), 744–749. CrossRef
- Tigelaar, D. E. H., Dolmans, D. H. J. M., De Grave, W. S., Wolfhagen, H. A. P., & Van der Vleuten, C. P. M. (2006). Participants’ opinions on the usefulness of a teaching portfolio. Medical Education, 40(4), 371–378. CrossRef
- Mann, K., van der Vleuten, C., Eva, K., Armson, H., Chesluk, B., Dornan, T., et al. (2011). Tensions in informed self-assessment: How the desire for feedback and reticence to collect and use it can conflict. Academic Medicine, 86(9), 1120–1126.
- Self-assessment and dialogue: can it improve learning?
Advances in Health Sciences Education
Volume 18, Issue 2 , pp 193-195
- Cover Date
- Print ISSN
- Online ISSN
- Springer Netherlands
- Additional Links
- Author Affiliations
- 1. Department of Educational Development and Research, School of Health Professions Education (SHE), Maastricht University, PO Box 616, 6200 MD, Maastricht, The Netherlands