Sargeant Joan
Office of Continuing Medical Education, Faculty of Medicine, Dalhousie University, Halifax, NS, Canada.
J Contin Educ Health Prof. 2008 Winter;28(1):1-4. doi: 10.1002/chp.148.
Self-assessment and its role in self-regulation and lifelong learning lack clarity. A goal of this Journal of Continuing Education in the Health Professions issue is to begin to clarify our current understanding of self-assessment and what it entails, as seen through an educational lens. The purpose of this summary article is to synthesize briefly the definitions of self-assessment proposed by the authors, their perspectives on external and internal factors influencing and/or inherent in self-assessment, and common messages for educational research and practice. Among the seven authors, there appears to be unanimity in conceptualizing self-assessment within a formative, educational perspective, and seeing it as an activity that draws upon both external and internal data, standards, and resources to inform and make decisions about one's performance. Multiple external sources can and should inform self-assessment, perhaps most important among them performance standards, eg, clinical practice guidelines, and use of formal practice audit and feedback approaches. Equally important, internal factors or capacities also influence one's ability to self-assess and self-monitor, such as reflection, mindfulness, openness, curiosity. In summary, these articles aid in our appreciation of the complexity of self-assessment as a formative activity and identify multiple implications for educational practice and research.
自我评估及其在自我调节和终身学习中的作用尚不明晰。《卫生专业人员继续教育杂志》本期的一个目标是，从教育视角出发，开始厘清我们目前对自我评估的理解以及它所涵盖的内容。这篇综述文章的目的是简要综合作者们提出的自我评估定义、他们对影响自我评估和/或自我评估内在的外部和内部因素的看法，以及对教育研究和实践的共同启示。在这七位作者中，在从形成性教育视角对自我评估进行概念化，并将其视为一种利用外部和内部数据、标准及资源来了解自身表现并做出决策的活动方面，似乎达成了一致意见。多种外部来源能够且应该为自我评估提供信息，其中或许最重要的是绩效标准，例如临床实践指南，以及正式实践审核和反馈方法的运用。同样重要的是，内部因素或能力也会影响一个人的自我评估和自我监测能力，比如反思、正念、开放心态、好奇心。总之，这些文章有助于我们认识到自我评估作为一种形成性活动的复杂性，并确定其对教育实践和研究的多重影响。
