Consistencies/Inconsistencies in Grading of Student Work by Clinical Dental Assistant

Abstract

Clinical learning is an essential part of dental assisting education. Dental assisting programs have skilled instructors that guide and assess dental assisting students in the classroom and clinical setting. This study identifies consistencies and inconsistencies in grading students’ work by clinical dental assistant faculty and factors that impact their grading practice. The mixed-method research began with a survey emailed to three radiography clinical instructors from a single dental assisting program. Three full-mouth X-rays were sent to each clinical instructor, along with grading slips. Once the grading was completed, the researcher set up a time to conduct one-on-one interviews. The three methods together were used for the analysis. In conclusion, the major inconsistency among clinical instructors is their varying interpretations of full-mouth X-rays when assigning grades. This inconsistency could have an impact on the grading scores and potentially affect the readiness of students for the workforce.