A collaborative assessment of students’ placement learning

Cooper, Susan

doi:10.1080/02602938.2015.1083093

Cited by 20 publications

(9 citation statements)

References 20 publications

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“…Student insight into their ability and learning needs may be a key factor influencing assessment decisions, as reported elsewhere . These findings further support the need for multiple pieces of assessment from different perspectives to shape decisions, which is in line with a programmatic and collaborative approaches , as well as quality feedback .…”

Section: Discussionmentioning

confidence: 99%

Exploring approaches to dietetic assessment of a common task across different universities through assessment moderation

Palermo

Volders

Gibson

et al. 2017

J Human Nutrition Diet

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Background: Assessment presents one of the greatest challenges to evaluating health professional trainee performance, as a result of the subjectivity of judgements and variability in assessor standards. The present study aimed to test a moderation procedure for assessment across four independent universities and explore approaches to assessment and the factors that influence assessment decisions. Methods: Assessment tasks designed independently by each of the four universities to assess student readiness for placement were chosen for the present study. Each university provided four student performance recordings for moderation. Eight different academic assessors viewed the student performances and assessed them using the corresponding university assessment instrument. Assessment results were collated and presented back to the assessors, together with the original university assessment results. Results were discussed with assessors to explore variations. The discussion was recorded, transcribed, thematically analysed and presented back to all assessors to achieve consensus on the emerging major learnings. Results: Although there were differences in absolute scores, there was consistency (12 out of 16 performances) in overall judgement decisions regarding placement readiness. Proficient communication skills were considered a key factor when determining placement readiness. The discussion revealed: (i) assessment instruments; (ii) assessor factors; and (iii) the subjectivity of judgement as the major factors influencing assessment. Conclusions: Assessment moderation is a useful method for improving the quality of assessment decisions by sharing understanding and aligning standards of performance.

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Section: Discussionmentioning

confidence: 99%

Exploring approaches to dietetic assessment of a common task across different universities through assessment moderation

Palermo

Volders

Gibson

et al. 2017

J Human Nutrition Diet

View full text Add to dashboard Cite

show abstract

“…Future qualitative studies could also explore student opinions and perceptions of interpersonal relationships and team dynamics in the setting of collaborative anatomy laboratory assessments. Similarly, efforts could be made to re‐design the collaborative laboratory examinations better to decrease social loafing and increase student accountability (Revere et al, 2008; Cooper, 2017). This could include collecting peer evaluations that would count for a portion of a student's grade.…”

Section: Discussionmentioning

confidence: 99%

A multi‐year evaluation of medical student performance on and perceptions of collaborative gross anatomy laboratory examinations

VanLeuven

Szymik

Ramsey

et al. 2022

Anatomical Sciences Ed

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Collaborative testing and its benefits have been reported in diverse disciplines across different types of academic institutions. However, there has been minimal research conducted on collaborative assessments in medical schools, particularly in the gross anatomy laboratory. The objectives of this study were to explore the effect of collaborative anatomy laboratory examinations on student performance and to gauge student perceptions of this assessment format. This study examined five academic years of medical students' performance on a two‐stage, collaborative anatomy laboratory examination wherein each student's overall score was a weighted combination of scores from the individual and team examination. Analyses of a descriptive survey capturing students' perceptions of the assessment method were also performed. Individual examination averages increased since implementing the collaborative assessment (p < 0.001), and team examination averages were higher than individual examination averages (p < 0.001). Teams outperformed each of their team members 98% of the time. Teams had a greater than 0.90 incidence of answering a question correctly if more than one person in the group got the answer correct on the individual portion, and a 0.66 incidence of answering correctly if only one person in their group answered correctly on the individual portion. Student feedback identified the discussions and learning that took place during the team portion to be a beneficial feature of this assessment format. Students also reported that this collaborative assessment made them feel a higher level of responsibility to perform well, and that it improved their understanding of gross anatomy.

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“…Qualitative responses to the open-ended questions augmenting students' views about this exercise were transcribed and analysed using a thematic approach (Cooper, 2017) to identify recurring themes. The first step of open coding was to read and re-read each response to identify themes that were significant to the perceptions of the participants.…”

Section: Methodsmentioning

confidence: 99%

Perceptions of online self- and peer-assessment: accounting students in a large undergraduate cohort

Pidduck

Bauer

2021

JARHE

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PurposeSelf-assessment (SA) and peer-assessment (PA) are considered useful tools in the development of lifelong learning and reflective skills. The authors implemented a teaching intervention using SA and PA amongst a large cohort of final year undergraduate students. The purpose of this study was to investigate students' perceptions of online SA and PA in order to understand the differences between these perceptions and to allow instructors to adopt differentiated instruction in developing a diverse student group's professional skills.Design/methodology/approachThe research design adopted a mixed methods approach through the use of surveys that were administered before and after the SA and peer-assessment intervention in a taxation module taught at a large public South African university. Through the use of a series of open and closed questions students' perceptions on SA and peer-assessment were analysed both quantitatively and qualitatively.FindingsThe findings show that student perceptions of SA and peer-assessment differed significantly, where perceptions of SA were more positive than those towards PA. The findings indicate that SA and peer-assessment still present a challenge in an online context for large student cohorts, despite improved tracking, faster feedback and anonymity.Originality/valueThe study contributes to the literature by analysing students' perceptions about SA and peer-assessment in an accounting education context and in an online setting in South Africa.

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A collaborative assessment of students’ placement learning

Cited by 20 publications

References 20 publications

Exploring approaches to dietetic assessment of a common task across different universities through assessment moderation

Exploring approaches to dietetic assessment of a common task across different universities through assessment moderation

A multi‐year evaluation of medical student performance on and perceptions of collaborative gross anatomy laboratory examinations

Perceptions of online self- and peer-assessment: accounting students in a large undergraduate cohort

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