Ladouceur Michael G, Rideout Elizabeth M, Black Margaret E A, Crooks Dauna L, O'Mara Linda M, Schmuck Mary Lou
McMaster University, School of Nursing, HSC-2J26, 1200 Main Street West, Hamilton, Ontario, Canada L8N 3Z5.
J Nurs Educ. 2004 Oct;43(10):447-55. doi: 10.3928/01484834-20041001-01.
Recognizing the need for a valid and reliable method to assess individual tutorial performance in a problem-based learning curriculum, we developed a 31-item instrument from theoretical frameworks and items used elsewhere. A scale was developed for each of three broad learning domains: self-directed learning (SDL), critical thinking (CT), and group process (GP). The instrument demonstrated high internal consistency (SDL = .88, CT = .90, GP = .83) on a sample of 18 tutors and 167 students. Tutor-student interrater reliability coefficients were estimated to be low (SDL = .16, CT = .18, GP = .14) due to lack of variance on the response scale. The instrument showed high correlation (r = .82) with other forms of summative evaluation. In its current form, this standardized and validated instrument is unreliable in differentiating strong from weak tutorial performance but can have a steering effect on student tutorial behaviors. The process of instrument development has general application to other educational programs.
