Date of Award

Fall 1991

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

Dental Hygiene

Program/Concentration

Dental Hygiene

Committee Director

Deborah Bauman

Committee Member

Deanne Shuman

Committee Member

Lynn Tolle-Watts

Call Number for Print

Special Collections LD4331.D46 S64

Abstract

Faculty must be standardized so that student skills are assessed in an unbiased, equal fashion. The purpose of this study was to determine the impact of calibration on dental hygiene faculty standardization. Examples of correct and incorrect instrumentation skill performance were demonstrated and discussed during the calibration exercise. Groups simultaneously viewed instrumentation skills while assessing correct or incorrect performance. Group standardization was determined through analysis of answer key agreement, intra-rater reliability, and inter-rater reliability. Data were statistically analyzed through the use of a z-test for both answer key agreement and inter-rater reliability, and chi-square (x2) for inter-rater reliability (a=0.05). Calibrating dental hygiene evaluators did not have statistically significant effects on their ability to achieve answer key agreement or intra-rater reliability. Significant results of x2 for effects of calibration on inter-rater reliability revealed the non-calibrated group more consistent in assessing skills (x2=2.80; p=.0475). Standardization as measured by answer key agreement, intra-rater, and inter-rater reliability was not influenced by the calibration exercise. Further exploration of methods to improve faculty standardization are needed to ensure that dental hygiene students receive fair and objective skill performance evaluation.

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DOI

10.25777/pde6-5h25

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