ArticleAdvances in health sciences education : theory and practice2013
Workplace-based assessment: raters' performance theories and constructs.
Article in Advances in health sciences education : theory and practice, 2013. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 40 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
40 citing papers in PubMed.
- Operationalising readiness for practice in final OSCEs: insights from a mixed-methods study across five Australian medical schools.BMC medical education · 2026Article
- Understanding contexts and mechanisms through which video based benchmarking promotes alignment of examiners' scoring in objective structured clinical exams.Advances in health sciences education : theory and practice · 2026Article
- The introduction of workplace-based assessment into postgraduate medical training in South Africa: trainee perspectives.BMC medical education · 2026Article
- From Assistance to Autonomy: Evaluating Procedural Competency in Pediatric Emergency Medicine.AEM education and training · 2025Article
- Professional judgement: a social practice perspective on a multiple mini-interview for specialty training selection.BMC medical education · 2025Article
- Beyond reliability: assessing rater competence when using a behavioural marker system.Advances in simulation (London, England) · 2024Article
- Inter-observer variance of examiner scoring in urology Objective Structured Clinical Examinations.Canadian Urological Association journal = Journal de l'Association des urologues du Canada · 2024Article
- Clinician educators' conceptions of assessment in medical education.Advances in health sciences education : theory and practice · 2023Article
- "Could You Work in My Team?": Exploring How Professional Clinical Role Expectations Influence Decision-Making of Assessors During Exit-Level Medical School OSCEs.Frontiers in medicine · 2022Article
- Assessing clinical reasoning in undergraduate medical students during history taking with an empirically derived scale for clinical reasoning indicators.BMC medical education · 2020Article
- Ratings of performance in multisource feedback: comparing performance theories of residents and nurses.BMC medical education · 2020Article
- Clinical assessors' working conceptualisations of undergraduate consultation skills: a framework analysis of how assessors make expert judgements in practice.Advances in health sciences education : theory and practice · 2020Article
- Validity, reliability and feasibility of a new observation rating tool and a post encounter rating tool for the assessment of clinical reasoning skills of medical students during their internal medicine clerkship: a pilot study.BMC medical education · 2020Article
- Exploring assessor cognition as a source of score variability in a performance assessment of practice-based competencies.BMC medical education · 2020Article
- The Reliability of Rater Variability.Journal of graduate medical education · 2020Article
- Practical Application of Assessment Principles in the Development of an Innovative Clinical Performance Evaluation in the Entrustable Professional Activity Era.Medical science educator · 2020Article
- Assessment in the context of problem-based learning.Advances in health sciences education : theory and practice · 2019Article
- Optimizing assessors' mental workload in rater-based assessment: a critical narrative review.Perspectives on medical education · 2019Review
- Exploring the introduction of entrustment rating scales in an existing objective structured clinical examination.BMC medical education · 2019Article
- The development and use of a pharmacist-specific Mini-CEX for postgraduate year trainees in Taiwan.BMC medical education · 2019Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Weaknesses in the nature of rater judgments are generally considered to compromise the utility of workplace-based assessment (WBA). In order to gain insight into the underpinnings of rater behaviours, we investigated how raters form impressions of and make judgments on trainee performance. Using theoretical frameworks of social cognition and person perception, we explored raters' implicit performance theories, use of task-specific performance schemas and the formation of person schemas during WBA. We used think-aloud procedures and verbal protocol analysis to investigate schema-based processing by experienced (N = 18) and inexperienced (N = 16) raters (supervisor-raters in general practice residency training). Qualitative data analysis was used to explore schema content and usage. We quantitatively assessed rater idiosyncrasy in the use of performance schemas and we investigated effects of rater expertise on the use of (task-specific) performance schemas. Raters used different schemas in judging trainee performance. We developed a normative performance theory comprising seventeen inter-related performance dimensions. Levels of rater idiosyncrasy were substantial and unrelated to rater expertise. Experienced raters made significantly more use of task-specific performance schemas compared to inexperienced raters, suggesting more differentiated performance schemas in experienced raters. Most raters started to develop person schemas the moment they began to observe trainee performance. The findings further our understanding of processes underpinning judgment and decision making in WBA. Raters make and justify judgments based on personal theories and performance constructs. Raters' information processing seems to be affected by differences in rater expertise. The results of this study can help to improve rater training, the design of assessment instruments and decision making in WBA.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.