Putting post-decision wagering to the test: a measure of self-perceived knowledge in basic sciences?

Abstract

Introduction Students learn more effectively when they know what they do not know. Gaining insight into students’ metacognitive awareness is needed as misalignment between actual and self-perceived knowledge impedes their learning process. The optimal method of measuring self-perceived knowledge is still under debate. In this study, we evaluate the use of psychology-derived post-decision wagering for mapping students self-perceived knowledge. Methods Students ( n = 71) performed a pre-test on medical physiology, followed by a teacher-moderated discussion and a post-test with isomorph questions. Half of the students rated their self-perceived knowledge on each question using post-decision wagering, i. e. betting 1–5 points on the correctness of their answer, whereas the other half used a 5-point Likert scale to rate their confidence. Results Self-perceived knowledge scores were higher for post-decision wagering (pre: 3.75 ± 0.14, post: 4.60 ± 0.07) compared with Likert scales (pre: 3.13 ± 0.08, post: 3.92 ± 0.08) despite similar actual knowledge scores. Furthermore, Likert ratings showed a near-normal distribution, whereas wagers were placed preferentially using the outer ends of the scale. Correlations between mean actual and self-perceived knowledge scores were low in both groups. On average, 8.5% of responses were classified as misconceptions, defined as highly confident incorrect answers. Discussion Despite the presumed reliability of post-decision wagering, our findings suggest that we should adhere to the use of Likert scales as a balanced measure for self-perceived knowledge in medical education. Moreover, the prevalence of misconceptions did not alter after instruction, indicating a need for instructional designs that enhance students’ conceptual understanding in basic sciences.

Poll Everywhere to Encourage Learner Satisfaction and Participation in Internal Medicine Fellowship Didactics

“…As we asked that during each session, no changes were made in presentation style aside from the addition of the audience response questions, the improved scores suggest the intervention did relate to the improvement. Finally, satisfaction with and self-perceived learning is not necessarily correlated to measurable learning, though the utilization of Likert scales is preferred to post-decision wagering [17]. We did not repeat the survey at a later date to evaluate whether perceived satisfaction and learning were maintained.…”

Fostering Interprofessional Geriatric Patient Care Skills for Health Professions Students Through a Nursing Facility–Based Immersion Rotation

“…Another limitation in our evaluation plan is that we have no formal knowledge assessment for students and rely on students' self-perceived confidence, which has limitations related to perceived overconfidence. 33 , 34 However, since the self-perceived knowledge survey was based on rotation objectives and rotation activities completed throughout IP-SNF and students were assessed in other ways (e.g., CLC team evaluations of student teams, note rubrics), we feel that the students' increased self-perceived confidence correlates with those other assessment metrics.…”

Autizam i samopercepcija znanja pomoćnika u nastavi

“…U tu svrhu konstruiran je upitnik čijom su analizom izlučena dva faktora: Samoprocjena specifičnih znanja o autizmu (SSZA) i Samoprocjena općih znanja o inkluziji (SOZI). Za mjerenje percepcije vlastitog znanja korištena je tradicionalna skala Likertovog tipa koja se najčešće koristi u istraživanjima u prosvjeti s obzirom na to da je pokazano da predstavlja bolje mjerilo samopercipiranog znanja od nekih drugih metoda (Versteeg i Steendijk, 2019).…”

“…Nadalje pretpostavljalo se da će završena edukacija za pomoćnika u nastavi i iskustvo rada s učenicima s autizmom biti značajno povezani sa skalama samoprocijenjenog znanja o autizmu i samoprocijenjenog znanja o inkluziji zbog uloženog truda u posao. Pretpostavka je djelomično potvrđena jer 2016; Versteeg, Wijnen-Meijer and Steendijk, 2018; according to Versteeg and Steendijk, 2019), and it significantly affects perception, motivation, problem solving, and other variables important to learning (Park et al, 1988). Considering the importance of self-perceived knowledge on autism and the inclusion of learning support assistants in facilitating the inclusion and daily functioning of children with autism in the educational system, the present authors sought to determine how learning support assistants assess their own knowledge and how certain socio-demographic characteristics affect it.…”

“…A questionnaire was constructed for that purpose, whose analysis extracted two factors, Self-perceived specific knowledge on autism (SSZA) and Self-perceived general knowledge on inclusion (SOZI). A traditional Likert-type scale was used to measure perception of one's own knowledge, which is most often used in research in education considering that it is shown that it is a better measurement of self-perceived knowledge than some other methods (Versteeg and Steendijk, 2019).…”