Use of peer assessment as a student engagement strategy in nurse education

Casey, Dympna; Burke, Eimear; Houghton, Catherine; Mee, Lorraine; Smith, Rita; Putten, Deirdre van der; Bradley, Hilary; Folan, Margaret

doi:10.1111/j.1442-2018.2011.00637.x

Cited by 41 publications

(35 citation statements)

References 19 publications

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“…These findings were in line with those of Casey et al, who reported that the implementation of PA in an undergraduate nursing programme promoted student engagement in the learning process. 17 In the current study, a large number of participants believed that PA made them more dependable, respectful to their colleagues and keen to share knowledge with them. In accordance with this, Nofziger et al investigated the professional and personal reactions of students…”

Section: Problem Analysismentioning

confidence: 71%

Medical Students’ Perceptions of Peer Assessment in a Problem-based Learning Curriculum

Tayem

James

Khaja

et al. 2015

Sultan Qaboos Univ Med J

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Objectives: Peer assessment (PA) is believed to support learning and help students develop both professionally and personally. The aim of this study was to examine medical students' perceptions of intragroup PA in a problem-based learning (PBL) setting. Methods: This study was carried out between September and November 2014 and involved six random groups of fourth-year undergraduate medical students (n = 60) enrolled at the Arabian Gulf University in Manama, Bahrain. While working on set tasks within a curriculum unit, each student evaluated a randomly selected peer using an English language adapted assessment tool to measure responsibility and respect, information processing, critical analysis, interaction and collaborative skills. At the end of the unit, students' perceptions of PA were identified using a specifically-designed voluntary and anonymous selfadministered questionnaire in English. Results: A total of 55 students participated in the study (response rate: 92%). The majority of students reported that their learning (60%), attendance (67%), respect towards group members (70%) and participation in group discussions (71%) improved as a result of PA. Regarding problem analysis skills, most participants believed that PA improved their ability to analyse problems (65%), identify learning needs (64%), fulfil tasks related to the analysis of learning needs (72%) and share knowledge within their group (74%). Lastly, a large proportion of students reported that this form of assessment helped them develop their communication (71%) and self-assessment skills (73%), as well as collaborative abilities (75%). Conclusion: PA was well accepted by the students in this cohort and led to self-reported improvements in learning, skills, attitudes, engagement and other indicators of personal and professional development. PA was also perceived to have a positive impact on intragroup attitudes.

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Section: Problem Analysismentioning

confidence: 71%

Medical Students’ Perceptions of Peer Assessment in a Problem-based Learning Curriculum

Tayem

James

Khaja

et al. 2015

Sultan Qaboos Univ Med J

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“…42 These activities fit well with PA, as the process improves students' critical thinking and problem-solving abilities. 17,26,43,44 Constructivist learning activities, including PA, have been shown to improve critical thinking and communication skills. 45 The interaction among the students improved their lifelong learning skills; providing feedback was also a crucial element of independent learning that provided valuable learning opportunities.…”

Section: Resultsmentioning

confidence: 99%

“…25 PA involves learners of the same academic level in the process of determining the quality, worth, or level of success of the outcomes of learning. 26,27 It involves individuals who have attained the same general level of training or expertise, exercise no formal authority over each other and share the same hierarchic status in the institution. 28, 29 Mowl defined PA as a form of assessment that aims both to improve the quality of learning and to empower students.…”

Section: Resultsmentioning

confidence: 99%

“…46,73,74 Casey et al noted that students enjoyed the process of PA and that it facilitates and enhances their learning and supports the self-regulation of learning. 26 Furthermore, students reported that they found the PA process helpful and beneficial. 26 Collimore and Joordens recently stressed that students tend to have a positive attitude towards the implementation of PA in their courses.…”

Section: Discussionmentioning

confidence: 99%

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Peer assessment in health professions education

2020

JETHS

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Objectives: The aim of this review is to appraise the available literature on peer assessment, its implementation, students' perceptions and its strengths and limitations. Materials and Methods: A search was prospectively designed to locate the literature relevant to achieving the aims of the review. A pilot review was conducted to ascertain the volume of literature. A wide range of closely related search terms was utilised and combined. Results: Results of the review show that peer assessment is a valuable experience, and most students enjoy the peer assessment process. The mutual process of peer assessment has a positive impact on students' learning; it allows students to evaluate themselves, comment on each other's work and develop more detailed knowledge. It motivates them to achieve better learning outcomes, promotes self-awareness and increases confidence. Students' involvement in the assessment process supports their learning and encourages reflection. Peer assessment improves clinical performance, as it develops critical thinking and problemsolving skills, encourages self-assessment and promotes reflective practice. Conclusions: Similar to all assessment methods, peer assessment has advantages and drawbacks. Concerns about the reliability and validity of peer assessment are raised in the literature. To overcome these drawbacks, authors recommend double marking by faculty members, multiple peer assessors, and clear grading criteria. Furthermore, providing written feedback rather than grades, as well as ensuring anonymity, are recommended in the peer assessment process to ensure a safe environment that can promote students' comfort. Nevertheless, student support throughout the peer assessment process is important for proper implementation.Keywords: Peer assessment, Peer assessment implementation, Assessment in health professions education. IntroductionThe purpose of curricula is to ensure that students study and learn well.1 Evaluations of learning and its quality are functions of the assessment process, which involves collecting and evaluating information to measure students' progress.2,3 Assessment is considered a pivotal element of the curriculum, and it directs and influences learning. Moreover, assessment motivates students and promotes the higher order of thinking skills through testing, measuring and providing feedback.

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“…Peer grading is a well-studied pedagogical technique used in various ways depending on educational discipline and learning outcomes [2]. Peer grading provides numerous pedagogical benefits such as increasing motivation for learning course content [3,4], strengthening critical thinking skills [5], and improving the development of immediate and long-term learning aptitude [6,7].…”

Section: Introductionmentioning

confidence: 99%

Integration and Evaluation of Peer Grading in a Graduate-level Engineering Design Course

Morris¹,

McAdams²

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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of Mechanical Engineering at the Missouri University of Science and Technology. He received his Ph.D. from the University of Texas at Austin in 1999. He teaches undergraduate courses in design methods, biologically inspired design, and machine element design and graduate courses in product design and dynamics. Dr. McAdams research interests are in the area of design theory and methodology with specific focus on functional modeling; innovation in concept synthesis; biologically inspired design methods; inclusive design; and technology evolution as applied to product design. He has edited a book on biologically inspired design.c American Society for Engineering Education, 2017 Integration and evaluation of peer grading in a graduate-level engineering design course ABSTRACT A peer grading method is developed and integrated into a graduate-level engineering product design course. The objective of the peer grading process is to improve the students' design skillset. Students form teams to work on a design project throughout the course, applying the methods discussed in class to their specific project. Each team submits a project report in phases throughout the semester. The first two phases of the report are peer graded by themselves and two other teams in the class. Teams also grade their graders to ensure accountability and increase grading fairness and high feedback quality. To eliminate potential bias, the entire grading process is blind. Any identifying information in the reports is removed prior to peer grading and a confidential labeling system is integrated for instructor use only. The teams provide cardinal and ordinal grades for each report. To guide the grading process, students are provided with a grading rubric and a detailed report outline which informs students of required report elements. Anonymous peer evaluation of each team member within each group is also required. Thirty-two students complete a survey regarding the peer grading experience at the end of the semester. The survey provides results that qualitatively measure the efficacy of the peer grading method.Qualitative analysis of the survey responses indicate the peer grading method successfully reinforces and improves understanding of engineering design concepts. Proposals for revision and improvement of the peer grading method based on the survey results are also discussed and remain as future work.

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Use of peer assessment as a student engagement strategy in nurse education

Cited by 41 publications

References 19 publications

Medical Students’ Perceptions of Peer Assessment in a Problem-based Learning Curriculum

Medical Students’ Perceptions of Peer Assessment in a Problem-based Learning Curriculum

Peer assessment in health professions education

Integration and Evaluation of Peer Grading in a Graduate-level Engineering Design Course

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