The reliability and agreement of subtask assessments

Knowledge of results (KR) for subtasks is an important type of error information for students, since it is related to a particular sequence of movements. Students' attempts to correct movement errors may be hindered when the KR provided by different instructors is not consistent. This investigation evaluated the effectiveness of a training program designed to improve interrater agreement and reliability of assessments for subtasks. The training consisted of discussions of five case studies, and subsequent group grading of prepared teeth. A comparison of pre- and posttraining data suggests that interrater agreement for subtasks can be significantly improved, thereby providing students with more consistent KR.

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