Date of Award
Master of Science (MS)
Call Number for Print
Special Collections LD4331.D46 S64
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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"Faculty Standardization of Dental Hygiene Instrumentation Skill Evaluation: A Calibration Exercise"
(1991). Master of Science (MS), Thesis, Dental Hygiene, Old Dominion University, DOI: 10.25777/pde6-5h25