The Effects of a Competency-Oriented Learning Environment and Tutor Feedback on Students' Reflection Skills

Autor/inn/en	Smits, Marieke; Sluijsmans, Dominique; Jochems, Wim
Titel	The Effects of a Competency-Oriented Learning Environment and Tutor Feedback on Students' Reflection Skills
Quelle	In: Assessment & Evaluation in Higher Education, 34 (2009) 5, S.491-498 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
Schlagwörter	Feedback (Response); Nursing Students; Experimental Groups; Control Groups; Assignments; Program Effectiveness; Competence; Thinking Skills; Reflection; Courses; Nursing Education; Performance Based Assessment; Higher Education; Educational Assessment; Evaluation Methods; Student Evaluation; Instructional Effectiveness; Teaching Methods + Suchen Sie Ihr Suchwort? Assignment; Auftrag; Zuweisung; Kompetenz; Denkfähigkeit; Kursangebot; Pflegepädagogik; Leistungsermittlung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; assessment; Bewertungssystem; Schulnote; Studentische Bewertung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study investigates the effects of a competency-oriented course and the effects of feedback training on students' reflection skills. Thirty-one nursing students enrolled in a conventional course with lectures and assignments following a traditional test. Subsequently, they enrolled in a competency-oriented course, which included more performance-oriented tasks based on competencies and a performance-based assessment. In both courses, half of the students received feedback on their assignments from tutors who were trained in feedback skills (experimental group), while the other half of the students received feedback from non-trained tutors (control group). After each course, all students wrote a reflection report. Results show that students' reflection reports after the competency-oriented course were of a higher quality than the reports after the conventional course. Contrary to our expectations, the quality of the reflection reports of the control group (students supervised by non-trained tutors) was significantly higher than the quality of reflection reports of the experimental group (students supervised by trained tutors). This study shows that a competency-oriented design of courses enhances students' reflection skills, but that the training in feedback skills needs to be reconsidered. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10