@article{oai:nsg.repo.nii.ac.jp:00004618,
 author = {Toda, Haruo and Murata, Noriaki and Maeda, Fumiatsu and Ubukata, Hokuto and Kawachi, Ryosuke and Tani, Yoshiko and Abe, Haruki},
 issue = {1},
 journal = {Niigata journal of health and welfare, 1346-8782},
 month = {},
 note = {application/pdf, 論文(Article), The discipline of orthoptics covers a wide range of ophthalmological examinations and generates supports for visually disabled persons; consequently, orthoptic educators are continually trying to improve practical training. One problem is students’ inadequate abilities to self-evaluate and consistency among teacher evaluations. In the United States of America, rubric assessments have been used widely, from elementary through higher educational levels, since the late 1970’s. Because a rubric contains the explicit and descriptive criteria for scoring, assessments with rubric can help students and instructors consistently assess student performance. In a previous study, rubric assessments for off-campus clinical orthoptic internships were found useful in standardizing evaluations among multiple instructors. However, there have been no empirical studies on the long-term effects of orthoptic training with rubrics. While writing accurate reports on the practice is important for acquisition of clinical skills through practical course, students cannot obtain report-writing skills without accurate self-evaluation of their own reports. In this study, to investigate the long-term effects of rubric-based training, we repeated practice-assessment-feedback cycles for nine weeks using rubrics, and analyzed the observed disparities between self- and teacher-generated scores over time. All study procedures were performed in-house. We found that, over time, the disparities between the students’ and teachers’ scores decreased significantly, suggesting that students’ self-evaluation accuracy improved through repeated use of rubric. The improvement was category-dependent and larger in students with lower performance. These results indicate the advantages of repeating rubric-based formative assessments in orthoptic practices.},
 pages = {51--59},
 title = {Improvement of orthoptic students’ self-evaluation through repeated practice with rubric-based assessments},
 volume = {17},
 year = {2017}
}