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dc.contributor.authorRadniecki, Scotten_US
dc.contributor.authorNaughton, Williamen_US
dc.date.accessioned2020-02-06T15:50:10Z
dc.date.available2020-02-06T15:50:10Z
dc.date.issued2018-10-26
dc.identifier.otherposter 5
dc.identifier.urihttp://hdl.handle.net/10504/125978
dc.description.abstractIntroduction: Second year dental students at the Creighton University School of Dentistry were tasked to score a Class II composite resin preparation completed by one of their classmates on a two-toned ivorene tooth mounted in dental stone. Students were randomly assigned to peer assessment, which was completed utilizing criteria with a standardized Creighton University grade scale, with which both the student performing the preparation and the student completing the assessment were familiar. The students were unaware of the identity of their classmate who had completed the preparation. The Class II composite preparations were then anonymously graded by a panel of three calibrated faculty members, who arrived at a consensus grade, which was then compared to the student peer assessment grades. This exercise was conducted during January of 2014, 2015, 2016, and 2017.en_US
dc.language.isoen_USen_US
dc.publisherCreighton University, Office of Academic Excellence and Assessmenten_US
dc.subject.otherPosteren_US
dc.titleDental Student Peer Assessment Compared to Calibrated Faculty Assessment (poster 5)en_US
dc.typePoster
dc.publisher.locationOmaha, Nebraskaen_US
dc.title.workAssessment Symposium, Fall 2018en_US
dc.date.day26
dc.date.year2018
dc.date.monthOctober


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