자기평가와 자기모니터링의 차이 분석 (Adv in Health Sci Educ, 2011)

자기평가와 자기모니터링의 차이 분석 (Adv in Health Sci Educ, 2011)

Exploring the divergence between self-assessment and self-monitoring

Kevin W. Eva • Glenn Regehr

전문직의 자기조절에 관한 많은 모델이 자신의 기술의 부족함을 알고, 그것을 CPD 활동을 통해서 채워나갈 책임을 요구한다. 그러나 이러한 기대와 달리 자기평가에 대한 많은 문헌들은 자기조절적 전문직이 이 과저을 효과적으로 할 수 있는가에 대한 의구심을 표한다. 이에 대해서 저자들은 자기조절에 관한 문헌에서 표현되는 자기평가에 대한 구조가 문제가 있음을 지적한 바 있다. 본 논문에서 2 개의 연구를 통해서 자기평가와 자기조절의 관계를 살펴보고자 한다.

• 자기평가: a global judgment of one’s ability in a particular domain
• 자기조절: a moment-by-moment awareness of the likelihood that one maintains the skill/knowledge to act in a particular situation

Many models of professional self-regulation call upon individual practitioners to take responsibility both for identifying the limits of their own skills and for redressing their identified limits through continuing professional development activities. Despite these expectations, a considerable literature in the domain of self-assessment has questioned the ability of the self-regulating professional to enact this process effectively. In response, authors have recently suggested that the construction of self-assessment as represented in the self-regulation literature is, itself, problematic. In this paper we report a pair of studies that examine the relationship between self-assessment (a global judgment of one’s ability in a particular domain) and self-monitoring (a moment-by-moment awareness of the likelihood that one maintains the skill/knowledge to act in a particular situation). 

본 연구들은 수행능력과 자기평가와의 상관관계는 낮지만, 자기모니터링과 관련한 척도와는 상관관계가 높음을 보여준다.

These studies reveal that, despite poor correlations between performance and self-assessments (consistent with what is typically seen in the self-assessment literature), participant performance was strongly related to several measures of self-monitoring including: 

• 문제에 대해서 답을 할 것인가 미룰 것인가. the decision to answer or defer responding to a question, 
• 그 결정(답을 할 것인가 미룰 것인가)을 내리는데 걸린 시간 the amount of time required to make that decision to answer or defer, and 
• 정답이 제시되었을 때의 답에 대한 자신감 the confidence expressed in an answer when provided. 

이러한 차이는 자기모니터링과 자기평가에 대한 인지적 기전을 이해하는데 도움이 될 것이며, 교육과 학습에 대한 노력을 어떻게 더 잘 제시해줄 수 있을 것인가에 대한 이해에 도움이 될 것이다.

This apparent divergence between poor overall self-assessment and effective self-monitoring is considered in terms of how the findings might inform our understanding of the cognitive mechanisms yielding both self-monitoring judgments and self-assessments and how that understanding might be used to better direct education and learning efforts.

---

개개인이 효과적인 자기평가를 할 수 있는가에 대한 의문이 제기되고 있다.

there is now a well established literature that raises doubts about the capacity of individuals to effectively self-assess either personal (Dunning et al. 2004) or professional (Gordon 1991; Boud 1995; Davis et al. 2006) areas of relative strength and weakness. Increasingly it is being recognized that self-assessment as ‘‘a process of personal reflection based on an unguided review of practice and experience for the purposes of making judgments regarding one’s own current level of knowledge, skills, and understanding as a prequel to self-directed learning activities that will improve overall performance and thereby maintain competence’’ (Eva and Regehr 2007, p. 81) is inherently flawed."

---

Adv Health Sci Educ Theory Pract. 2011 Aug;16(3):311-29. doi: 10.1007/s10459-010-9263-2. Epub 2010 Nov 30.

Exploring the divergence between self-assessment and self-monitoring.

Eva KW1, Regehr G.

Author information

• 1University of British Columbia, Vancouver, BC, Canada. kevin.eva@ubc.ca

Abstract

Many models of professional self-regulation call upon individual practitioners to take responsibility both for identifying the limits of their own skills and for redressing their identified limits through continuing professional development activities. Despite these expectations, a considerable literature in the domain of self-assessment has questioned the ability of the self-regulating professional to enact this process effectively. In response, authors have recently suggested that the construction of self-assessment as represented in the self-regulation literature is, itself, problematic. In this paper we report a pair of studies that examine the relationship between self-assessment (a global judgment of one's ability in a particular domain) and self-monitoring (a moment-by-moment awareness of the likelihood that one maintains the skill/knowledge to act in a particular situation). These studies reveal that, despite poor correlations between performance and self-assessments (consistent with what is typically seen in the self-assessmentliterature), participant performance was strongly related to several measures of self-monitoring including: the decision to answer or defer responding to a question, the amount of time required to make that decision to answer or defer, and the confidence expressed in an answer when provided. This apparent divergence between poor overall self-assessment and effective self-monitoring is considered in terms of how the findings might inform our understanding of the cognitive mechanisms yielding both self-monitoring judgments and self-assessments and how that understanding might be used to better direct education and learning efforts.

PMID:

 

21113820

 

[PubMed - indexed for MEDLINE] 

PMCID:

 

PMC3139875

 

Free PMC Article