Goal Orientation, Scoring Accuracy, Judgments of Learning, and Perceptions of Grade Fairness Among Medical Students Using Peer Assessment

• In Event: Impacts and Innovations in Assessment Methods for Professions Education

Abstract

This study investigates the ways in which medical students’ individual characteristics affect their perceptions of learning and actual learning from an online peer-evaluation system, Calibrated Peer Review(TM). First, the tenability of a four-factor model (Elliot & McGregor, 2001) of Achievement Goal Orientation (AGO) was tested with data collected from medical students (N=137). Then, a structural regression model relating the factors of AGO to students’ perceptions of grading fairness, judgments of learning, and scoring accuracy was tested. Theoretical and practical implications, in terms of the development of medical students’ critical evaluation and the development of clinical reasoning are discussed.

Authors

• Sara A. Abercrombie, Northern Arizona University

• Jay Parkes, University of New Mexico

• Teresita Mccarty, University of New Mexico