The effectiveness and reliability of peer-marking in first-year medical students

English, Rachel; Brookes, Sara; Avery, Kerry; Blazeby, Jane M; Ben-Shlomo, Yoav

doi:10.1111/j.1365-2929.2006.02565.x

Cited by 41 publications

(33 citation statements)

References 13 publications

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“…'Unless the instructor takes steps to ensure that the groups develop the attributes associated with high-performance teams, the group learning experience is likely to be ineffective and may be disastrous' (Oakley et al 2004, 21). Given the predominant individual competitive mode of assessment in schools in Hong Kong, it is crucial for them to practise being collaborative learners during the peer-review process (English et al 2006).…”

Section: Resultsmentioning

confidence: 99%

Outcomes of synergetic peer assessment: first-year experience

Hodgson

Chan

Liu

2013

Assessment & Evaluation in Higher Education

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Active participation in learning activities and reviewing assessment activity can facilitate learners engaged in these processes. This case study reports student experiences of the process of peer assessment with teacher guidance in a group project for a first-year nursing course with 153 students. Twenty groups of students were assigned roles in exploring one of the two scenarios: one involved analysing diabetes mellitus and the other considered colorectal carcinoma, in each case covering provision of acute nursing care in hospitals and preparing health promotion strategies in a community. Each group also provided comments to the group that worked on the other scenario, based on prearranged assessment criteria. After receiving comments from their peer group, each group was then allowed to revise their drafts prior to final submission. The teacher's input would be offered, if the peer feedback was inaccurate or insufficient. A survey was conducted to explore the learning experiences, and three semistructured focus group interviews were conducted to triangulate findings with the survey. The first-year students expressed the need for both peer feedback and the lecturer's direct guidance.

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Section: Resultsmentioning

confidence: 99%

Outcomes of synergetic peer assessment: first-year experience

Hodgson

Chan

Liu

2013

Assessment & Evaluation in Higher Education

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“…The scaffolding that is used by students to provide feedback to peers helps students to learn more deeply. Further to this, medical graduates are expected to be skilled in lifelong learning and it has been suggested that experience in peer feedback helps students to gain competence in reflecting on and expanding their own knowledge [20,21]. …”

Section: Discussionmentioning

confidence: 99%

Senior medical student perceived ability and experience in giving peer feedback in formative long case examinations

et al. 2013

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BackgroundLearning to provide feedback on a peer’s performance in formative clinical assessments can be a valuable way of enriching the students’ own learning experience. Students are often reluctant to provide honest, critical feedback to their peers. Nevertheless, it is an area of practice that is important to develop as students report feeling ill prepared in feedback techniques when entering the medical workforce. We sought to investigate students’ perceptions of their ability to provide feedback to their peers using the positive critique method, and their perceived benefits and challenges during the experience.MethodsOver a two year period (2011 to 2012), senior medical students assessed and gave feedback to their peers alongside academic examiners during formative long case clinical examinations. Rating scales, open ended questions and focus group discussions were used to evaluate student perceptions.ResultsOf the 94 participants, 89/94 (95%) completed the questionnaire, and 39/94 (41%) participated in focus groups. Students found the positive critique method provided a useful framework. Some students raised concerns about the accuracy of their feedback, and felt that further training was required. A substantial number of respondents (42%) did not report feeling confident providing negative feedback to their peers, and qualitative analysis indicated concerns around potential impacts on social relationships. Despite these concerns, the majority (90%) of respondents found the exercise useful, identifying several benefits, including development in the understanding of knowledge content; development of professionalism skills, and increased responsibility.ConclusionStudents identified several challenging aspects to providing feedback to their peers. While the experience of giving feedback to peers was perceived by students to provide a valuable learning experience, further training in this area may help to improve the learning experience for students and better prepare them for their future careers.

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“…Based on work done to date, it is difficult to identify any systematic trends in how students and professionals differ in their grading. English et al (2006), for example, report that medical students grade written assignments more harshly than expert tutors. Evans et al (2007) show that dental students assign scores that are indistinguishable from professional scores when they evaluate tooth-extraction procedures completed by students; similarly, Walvoord et al (2008) find no difference between scores assigned by students and a professional on written assignments in an introductory biology class.…”

Section: Discussionmentioning

confidence: 99%

How Accurate Is Peer Grading?

Freeman

Parks

2010

LSE

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Previously we showed that weekly, written, timed, and peer-graded practice exams help increase student performance on written exams and decrease failure rates in an introductory biology course. Here we analyze the accuracy of peer grading, based on a comparison of student scores to those assigned by a professional grader. When students graded practice exams by themselves, they were significantly easier graders than a professional; overall, students awarded ≈25% more points than the professional did. This difference represented ≈1.33 points on a 10-point exercise, or 0.27 points on each of the five 2-point questions posed. When students graded practice exams as a group of four, the same student-expert difference occurred. The student-professional gap was wider for questions that demanded higher-order versus lower-order cognitive skills. Thus, students not only have a harder time answering questions on the upper levels of Bloom's taxonomy, they have a harder time grading them. Our results suggest that peer grading may be accurate enough for low-risk assessments in introductory biology. Peer grading can help relieve the burden on instructional staff posed by grading written answers—making it possible to add practice opportunities that increase student performance on actual exams.

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The effectiveness and reliability of peer-marking in first-year medical students

Cited by 41 publications

References 13 publications

Outcomes of synergetic peer assessment: first-year experience

Outcomes of synergetic peer assessment: first-year experience

Senior medical student perceived ability and experience in giving peer feedback in formative long case examinations

How Accurate Is Peer Grading?

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