This paper investigates how 192 trainees’ self-assessment practices and personal attributes related to their success in an online interview training program. Performance was measured pre- and post-training by evaluating the use of open-ended questions and positive interviewing behaviors. Personal data and a pre-training survey on self-assessment practices (i.e., SEFI, seeking external feedback through inquiry; SEFM, seeking external feedback through monitoring; SIF, seeking internal feedback; and SR, self-reflection) were also collected. Trainees with higher levels of SEFI had larger learning gains from the training, whereas trainees with higher levels of SEFM or SIF had smaller learning gains. Trainees with lower interviewing skills before the training, and those from policing backgrounds, demonstrated larger learning gains. Younger trainees evidenced a larger increase in the use of open-ended questions, while older trainees showed greater changes in prevalence of positive interviewing behaviors. The implications of the findings for the development of training programs are discussed. Copyright © 2023 Elsevier Ltd. All rights reserved.
CitationYan, Z., Brubacher, S., Boud, D., & Powell, M. (2023). The influence of self-assessment practices on online training for investigative interviewing skills. Studies in Educational Evaluation, 76. Retrieved from https://doi.org/10.1016/j.stueduc.2023.101236
- Online training
- Police education
- Investigative interview skill
- Personal attributes