Caroline B R Evans, Mimi V Chapman
Bullied youth: the impact of bullying through lesbian, gay, and bisexual name calling
The American journal of orthopsychiatry
traditional psychometric approaches towards assessment tend focus exclusively quantitative properties assessment outcomes may limit meaningful educational approaches towards workplacebased assessment wba cognitionbased models wba argue assessment outcomes determined cognitive processes raters similar reasoning judgment decision making professional domains medicine present study explores cognitive processes underlie judgment decision making raters observing performance clinical workplace specifically focuses differences rating experience influence information processing raters verbal protocol analysis used investigate experienced nonexperienced raters select use observational data arrive judgments decisions trainees performance clinical workplace differences experienced nonexperienced raters assessed respect time spent information analysis representation trainee performance performance scores information processingusing qualitativebased quantitative analysis verbal data results showed expertnovice differences time needed representation trainee performance depending complexity rating task experts paid attention situationspecific cues assessment context generated significantly interpretations fewer literal descriptions observed behaviors significant differences rating scores overall findings seemed consistent findings expertise research supporting theories underlying cognitionbased models assessment clinical workplace implications wba discussed