Distorted perceptions of competence and incompetence are more than regression effects
Distorted perceptions of competence and incompetence are more than regression effects
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DOI：
10.1007/s10459-005-2400-7
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发表时间：
2006-08-01
影响因子：
4
通讯作者：
Prucha, C.
中科院分区：
文献类型：
--
作者：
Albanese, M.;Dottl, S.;Prucha, C.
学生不准确地评估自己的技能，特别是在考试中表现好或差的人。这项研究评估了回归效应是否解释了这一观察结果。在完成感染和免疫课程期末考试(IIF)后，二年级医学生(N=143)以正确百分比和百分位数排名来评估他们在IIF上的表现。二年级平均成绩(M2GPA)与IIF成绩相结合形成了五个亚组：1=真-低(IIF和M2GPA都最低的第三)，2=假-低(仅IIF最低的第三)，3=中(IIF既不最低也不是最高的第三)，4=假-高(仅IIF最高的第三)，5=真-高(IIF和M2GPA的最高第三)。假低组和假高组被认为更容易受到回归效应的影响，这是因为可能的组错误分类。每组内和五组之间的自我评估和实际表现之间的差异被用来估计观察到的差异中有多大部分是由于总体趋势和回归效应造成的。结果发现，学生们准确地评估了他们的正确百分比，但不准确地评估了他们的百分位数排名。真、假低亚组和真、假高亚组之间无统计学差异。平均数差异的百分比表明，尽管回归效应导致被错误分类的学生对分数的高估/低估50%-75%，但当他们与真实低/高组合并时，它们对低表现者对其表现的高估和对高表现者对其表现的低估的解释不超过14%。准确的百分比正确评估和扭曲的百分位数评估是使用依赖于学生对其学习需求的自我评估的教学方法的挑战。在这种教学方法中，识别和帮助对考试表现有扭曲看法的学生可能是一个关键问题。
Students inaccurately assess their own skills, especially high- or low-performers on exams. This study assessed whether regression effects account for this observation. After completing the Infection and Immunity course final exam (IIF), second year medical students (N=143) estimated their performance on the IIF in terms of percent correct and percentile rank. Second year grade point averages (M2GPAs) were combined with the IIF results to form five subgroups: 1=true-low (lowest third on both IIF and M2GPA, 2=false-low (lowest third on IIF only), 3=middle (neither lowest nor highest third on IIF), 4=false-high (highest third on IIF only), 5=true-high (highest third on IIF and M2GPA). The false-low and false-high groups were considered more susceptible to regression effects due to likely group misclassification. Differences between self-assessment and actual performance within each group and between the five groups were used to estimate what portion of observed differences is due to general tendencies versus regression effects. Results found that students accurately assessed their percent correct, but inaccurately assessed their percentile rank. No statistically significant differences existed between the true and false-low subgroups nor the true- and false-high subgroups. Percentages of mean differences suggest that while regression effects resulted in 50-75% over/under-estimates of scores by students who were misclassified, when they were merged with the true-low/high groups, they do not account for more than 14% of low performer over-estimates of their performance and high performer under-estimates of their performance. Accurate percent correct assessments and distorted percentile rank assessments are challenges in using instructional methods dependent on student self-assessments of their learning needs. Identifying and helping students with distorted perceptions of their test performances may be a key issue in such instructional approaches.