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      Advances in Health Sciences Education
      Springer
      assessment, assessment for learning, decision making, expertise development, performance appraisal

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          Abstract

          The recent rise of interest among the medical education community in individual faculty making subjective judgments about medical trainee performance appears to be directly related to the introduction of notions of integrated competency-based education and assessment for learning. Although it is known that assessor expertise plays an important role in performance assessment, the roles played by different factors remain to be unraveled. We therefore conducted an exploratory study with the aim of building a preliminary model to gain a better understanding of assessor expertise. Using a grounded theory approach, we conducted seventeen semi-structured interviews with individual faculty members who differed in professional background and assessment experience. The interviews focused on participants’ perceptions of how they arrived at judgments about student performance. The analysis resulted in three categories and three recurring themes within these categories: the categories assessor characteristics, assessors’ perceptions of the assessment tasks, and the assessment context, and the themes perceived challenges, coping strategies, and personal development. Central to understanding the key processes in performance assessment appear to be the dynamic interrelatedness of the different factors and the developmental nature of the processes. The results are supported by literature from the field of expertise development and in line with findings from social cognition research. The conceptual framework has implications for faculty development and the design of programs of assessment.

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          Most cited references28

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          The Discovery of Grounded Theory

          <p>Most writing on sociological method has been concerned with how accurate facts can be obtained and how theory can thereby be more rigorously tested. In The Discovery of Grounded Theory, Barney Glaser and Anselm Strauss address the equally Important enterprise of how the discovery of theory from data--systematically obtained and analyzed in social research--can be furthered. The discovery of theory from data--grounded theory--is a major task confronting sociology, for such a theory fits empirical situations, and is understandable to sociologists and laymen alike. Most important, it provides relevant predictions, explanations, interpretations, and applications.</p><p>In Part I of the book, Generation Theory by Comparative Analysis, the authors present a strategy whereby sociologists can facilitate the discovery of grounded theory, both substantive and formal. This strategy involves the systematic choice and study of several comparison groups. In Part II, The Flexible Use of Data, the generation of theory from qualitative, especially documentary, and quantitative data Is considered. In Part III, Implications of Grounded Theory, Glaser and Strauss examine the credibility of grounded theory.</p><p>The Discovery of Grounded Theory is directed toward improving social scientists' capacity for generating theory that will be relevant to their research. While aimed primarily at sociologists, it will be useful to anyone Interested In studying social phenomena--political, educational, economic, industrial-- especially If their studies are based on qualitative data.</p></p>
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            The role of deliberate practice in the acquisition of expert performance.

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              Naturalistic decision making.

              Gary Klein (2008)
              This article describes the origins and contributions of the naturalistic decision making (NDM) research approach. NDM research emerged in the 1980s to study how people make decisions in real-world settings. The findings and methods used by NDM researchers are presented along with their implications. The NDM framework emphasizes the role of experience in enabling people to rapidly categorize situations to make effective decisions. The NDM focus on field settings and its interest in complex conditions provide insights for human factors practitioners about ways to improve performance. The NDM approach has been used to improve performance through revisions of military doctrine, training that is focused on decision requirements, and the development of information technologies to support decision making and related cognitive functions.
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                Author and article information

                Contributors
                +41-31-6323583 , +41-31-6329871 , christoph.berendonk@iml.unibe.ch
                Journal
                Adv Health Sci Educ Theory Pract
                Adv Health Sci Educ Theory Pract
                Advances in Health Sciences Education
                Springer Netherlands (Dordrecht )
                1382-4996
                1573-1677
                31 July 2012
                31 July 2012
                2013
                : 18
                : 559-571
                Affiliations
                [ ]Institute of Medical Education, Faculty of Medicine, University of Berne, Konsumstrasse 13, 3010 Berne, Switzerland
                [ ]Faculty of Health, Medicine and Life Sciences, Department for Educational Development and Research, Maastricht University, Maastricht, The Netherlands
                [ ]Flinders Innovation in Clinical Education, Health Professions Education School, Flinders University, Adelaide, Australia
                Article
                9392
                10.1007/s10459-012-9392-x
                3767885
                22847173
                7f41a880-5f37-4a95-8fcf-9cb52c818fbe
                © The Author(s) 2012
                History
                : 8 March 2012
                : 9 July 2012
                Categories
                Article
                Custom metadata
                © Springer Science+Business Media Dordrecht 2013

                Education
                assessment,assessment for learning,decision making,expertise development,performance appraisal

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