Peer assessment: A valuable tool to differentiate between student contributions to group work?

Steensels, Caroline; Leemans, Liesbeth; Buelens, Herman; Laga, Elisabeth; Lecoutere, Annie; Laekeman, Gert; Simoens, Steven

doi:10.1080/15602210600662279

Cited by 14 publications

(5 citation statements)

References 35 publications

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“…[17][18][19][20][21][22] In the studies cited, peer assessment occurred in a variety of settings encompassing a range of topic areas and study designs, including triangulation of peer assessment scores with self-assessment and/or expert assessment. Results showed an inflated self-assessment when compared with the assessment of others.…”

Section: Introductionmentioning

confidence: 99%

Anonymous Peer Assessment of Medication Management Reviews

Basheti¹,

Ryan

Woulfe

et al. 2010

American Journal of Pharmaceutical Education

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Objectives. To investigate whether pharmacy students' anonymous peer assessment of a medication management review (MMR) was constructive, consistent with the feedback provided by an expert tutor, and enhanced the students' learning experience. Design. Fourth-year undergraduate pharmacy students were randomly and anonymously assigned to a partner and participated in an online peer assessment of their partner's MMR.Assessment. An independent expert graded a randomly selected sample of the MMR's using a schedule developed for the study. A second expert evaluated the quality of the peer and expert feedback. Students also completed a questionnaire and participated in a focus group interview. Student peers gave significantly higher marks than an expert for the same MMR; however, no significant difference between the quality of written feedback between the students and expert was detected. The majority of students agreed that this activity was a useful learning experience. Conclusions. Anonymous peer assessment is an effective means of providing additional constructive feedback on student performance on the medication review process. Exposure to other students' work and the giving and receiving of peer feedback were perceived as valuable by students.

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Section: Introductionmentioning

confidence: 99%

Anonymous Peer Assessment of Medication Management Reviews

Basheti¹,

Ryan

Woulfe

et al. 2010

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

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“…Sridharan, Tai and Boud ( 26 ) note that students may not see themselves as others do. Other authors describe the need for students to have practice at evaluating their peers ( 27 , 28 ). Introducing a two-step peer assessment process where students evaluated group member performance after the formatively assessed scoping presentation and the summative assessment of the proposed interventions would provide students with an opportunity to change their behavior.…”

Section: Results Practical Implications and Lessons Learnedmentioning

confidence: 99%

Using staged teaching and assessment approaches to facilitate inter-university collaboration and problem-based learning

Dawson,

Davis,

Ross

et al. 2024

Front. Public Health

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This article describes the segmented module design and problem-based learning approaches employed to enable parts of a higher education environmental health module (course) to be shared between universities in Wales, Northern Ireland, and Australia. The module requires students to identify the needs and assets of a community then design community-based interventions to address problems and undertake an evaluation of those interventions. Accreditation body and the degree program learning outcome requirements in the UK and Australia were found to hold many comparable knowledge, skills, and graduate attribute criteria, eliminating a potential barrier for international learning and teaching collaboration between higher education institutions. Instead, barriers to collaboration were associated with institutional issues and practicalities such as timetabling and assessment requirements. Taking a segmented approach to module design allowed staged and varied levels of collaboration between participating institutions, all delivering modules (courses) with similar learning outcomes. This provided a more sustainable environment to facilitate shared learning and teaching and fostered closer relations between programs, within these constraining factors. Students using problem-based learning and its group-working component exhibited the development of leadership, communication, and independent learning skills.

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“…The assessment process showed good acceptability and however, further work is needed to show good reliability with a higher ICC score. Other models for peer assessment have shown that repeated cycles of peer assessment help familiarise participants with the process, which, in turn, will improve the reliability of scores (Steensels, 2006;Papinczak, 2007). Further information needs to be disseminated to participants on the expected standard of cases with a rubric for assessment and example cases with corresponding feedback.…”

Section: Limitationsmentioning

confidence: 99%

Peer assessment as a method for facilitating cross-sector learning: A national pilot

Clymer

Gibson

2022

Pharm Educ

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Background: The delay of the General Pharmaceutical Council (GPhC) pharmacist registration assessments in England due to COVID-19 created a need for innovative assessment methods. Peer assessment was identified as a potential method for use across the sector and geographical boundaries. The aim was to establish a model for a national peer assessment tool to support Early Careers Pharmacists (ECPs) development. Method: Participating ECP submitted cases using a standard template to be anonymised and distributed to three peer reviewers. An external supervisor provided a final agreement on the feedback given. Results: Two hundred and fifty pharmacists participated in peer assessment from a range of sectors and locations. 75.5% (n=566) of potential peer reviews were completed with an average score at expected standard for an ECPs. Commonality of sector experience between submitter and peer did not affect scoring. Conclusion: These findings support acceptability and feasibility of asynchronous pharmacy peer assessment across sector and geographical boundaries.

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Peer assessment: A valuable tool to differentiate between student contributions to group work?

Cited by 14 publications

References 35 publications

Anonymous Peer Assessment of Medication Management Reviews

Anonymous Peer Assessment of Medication Management Reviews

Using staged teaching and assessment approaches to facilitate inter-university collaboration and problem-based learning

Peer assessment as a method for facilitating cross-sector learning: A national pilot

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