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Accuracy and Reliability of Peer Assessment of Athletic Training Psychomotor Laboratory Skills

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Jolene M. Henning, Associate Professor and ATEP Director (Creator)
John T Willse, Assistant Professor (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: Peer assessment is defined as students judging the level or quality of a fellow student's understanding. No researchers have yet demonstrated the accuracy or reliability of peer assessment in athletic training education. To determine the accuracy and reliability of peer assessment of athletic training students' psychomotor skills. Cross-sectional study. Entry-level master's athletic training education program. First-year (n = 5) and second-year (n = 8) students. Participants evaluated 10 videos of a peer performing 3 psychomotor skills (middle deltoid manual muscle test, Faber test, and Slocum drawer test) on 2 separate occasions using a valid assessment tool. Accuracy of each peer-assessment score was examined through percentage correct scores. We used a generalizability study to determine how reliable athletic training students were in assessing a peer performing the aforementioned skills. Decision studies using generalizability theory demonstrated how the peer-assessment scores were affected by the number of participants and number of occasions. Participants had a high percentage of correct scores: 96.84% for the middle deltoid manual muscle test, 94.83% for the Faber test, and 97.13% for the Slocum drawer test. They were not able to reliably assess a peer performing any of the psychomotor skills on only 1 occasion. However, the ? increased (exceeding the 0.70 minimal standard) when 2 participants assessed the skill on 3 occasions (ψ = 0.79) for the Faber test, with 1 participant on 2 occasions (ψ = 0.76) for the Slocum drawer test, and with 3 participants on 2 occasions for the middle deltoid manual muscle test (ψ = 0.72). Although students did not detect all errors, they assessed their peers with an average of 96% accuracy. Having only 1 student assess a peer performing certain psychomotor skills was less reliable than having more than 1 student assess those skills on more than 1 occasion. Peer assessment of psychomotor skills could be an important part of the learning process and a tool to supplement instructor assessment.

Additional Information

Publication
Journal of Athletic Training, 45 (6).
Language: English
Date: 2010
Keywords
Peer-assisted learning, Athletic training education, Clinical education