An analysis of peer, self, and tutor assessment in problem-based learning tutorials

Papinczak, Tracey; Young, Louise; Groves, Michele; Haynes, Michele

doi:10.1080/01421590701294323

Cited by 143 publications

(138 citation statements)

References 50 publications

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“…These authors conclude that the correlation between an actual and an estimated score is not a very useful indicator of SA accuracy because it quantifies an aspect that is distinct from those summarized in the bias and deviation measures. In one of the few studies conducted in accounting education, Larres, Ballantine and Whittington (2003) Other studies have assessed the accuracy of both SA and PA compared to TA by means of correlation coefficients (e.g., Longhurst and Norton, 1997;Papinczak et al, 2007;Lew, Alwis and Schmidt, 2010) but have not always found it to be a very useful indicator for accuracy 6 (Fitzgerald, White and Gruppen, 2003). For example, Longhurst and Norton (1997) compare SA to TA for second-year undergraduate psychology students; they find a significant positive correlation (r = 0.43) between student and tutor grades.…”

Section: Self-and Peer-assessmentmentioning

confidence: 99%

“…Longhurst and Norton (1997) conclude that students are reasonably accurate at grading their own essays although the magnitude of the correlation coefficient obtained is lower than 0.50. Papinczak et al (2007) also explore the accuracy of SA and PA relative to TA for first-year medical students using the Pearson correlation coefficient.…”

Section: Self-and Peer-assessmentmentioning

confidence: 99%

“…Fitzgerald, White and Gruppen, 2003;Larres, Ballantine and Whittington, 2003;Freeman, 1995;Longhurst and Norton, 1997;Papinczak et al, 2007;Lew, Alwis and Schmidt, 2010). For example, Fitzgerald, White and Gruppen (2003) contrast students' own estimated performance (SA) with their actual performance (TA), to examine the stability of SA accuracy over time for undergraduate medical students.…”

Section: Self-and Peer-assessmentmentioning

confidence: 99%

“…Two experienced members of academic staff were asked to judge whether the assessment instrument was appropriate to assess student performance in oral presentations (e.g. Papinczak et al, 2007). The feedback received was then used to revise and improve the assessment instrument before its use.…”

Section: Group Onementioning

confidence: 99%

“…Although the existing SA and PA literature is extensive and covers many disciplines such as medicine, dentistry and foreign languages (e.g., Stefani, 1994;Orsmond, Merry and Reiling, 1996;Longhurst and Norton,1997;Fitzgerald, White and Gruppen, 2003;Cho, Schunn and Wilson, 2006;Lindblom-ylanne, Pihlajamaki and Kotkas, 2006;Evans, Leeson and Petrie, 2007;Papinczak et al, 2007;Wen and Tsai, 2008;Matsuno, 2009;De Grez, Valcke and Berings, 2010;Lew, Alwis and Schmidt, 2010;Liang and Tsai, 2010), it has produced mixed results about the accuracy and construct validity of SA and PA. Therefore, this area of research remains a viable topic of investigation.…”

Section: Introductionmentioning

confidence: 99%

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Self- and Peer-Assessment: Evidence from the Accounting and Finance Discipline

Hassan

Fox

Hannah

2014

Accounting Education

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Self-and peer-assessment of student work is an area that is under-researched in the accounting education literature, although the subject area of study seems to influence the results obtained in prior studies. The current study contributes to the literature by examining the accuracy and construct validity of self-and peer-assessment by accounting students. It also investigates students' views about these exercises. The findings show that whilst the self-and peer-assessment of students appear to be neither accurate nor valid, the students are positive about the impact of these procedures on their learning experience. These findings indicate that, although instructors might not rely on self-and peer-assessment as measures of student performance for the purpose of summative assessment, the exercise may prove useful for formative assessment because it can promote a wide range of transferable skills.

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Section: Self-and Peer-assessmentmentioning

confidence: 99%

Section: Self-and Peer-assessmentmentioning

confidence: 99%

Section: Self-and Peer-assessmentmentioning

confidence: 99%

Section: Group Onementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Self- and Peer-Assessment: Evidence from the Accounting and Finance Discipline

Hassan

Fox

Hannah

2014

Accounting Education

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Peer assessment among first year medical students in anatomy

Spandorfer

Puklus

Rose

et al. 2013

Anatomical Sciences Ed

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Peer assessment has been shown to be an effective tool to promote professionalism in medical students. Peer assessment may be particularly useful in anatomy dissection laboratory as the required close collaboration and long hours of anatomy laboratory provide students insights into their peers' work habits and interpersonal skills. The objective of this study was to quantitatively and qualitatively analyze the use of a validated peer assessment tool in Gross Anatomy. Students in a first year medical school class evaluated three members of their dissection group using an online survey tool. The mid-course and end-of-course evaluation included open-ended comments, as well as a five-point scale that measured three work habits, two interpersonal attributes and one overall score. All 267 students completed the assignment. The overall score and four of the five other assessed categories showed significant improvement from the mid- to end-of-course evaluations. Quantitative and qualitative data also revealed significant improvement among the students who received the lowest mid-course assessments. Seventy-six percent of the class agreed with the statement: "Based on the feedback I received, I made a change in how I worked with or taught my peers." The use of this peer assessment tool used by students in anatomy was associated with improvements in work habits and interpersonal attributes, particularly by the cohort of students who received the lowest mid-course feedback. Peer assessment offers students an opportunity to improve their interpersonal skills and work habits.

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Can medical students accurately predict their learning? A study comparing perceived and actual performance in neuroanatomy

Hall

Stephens

Seaby

et al. 2016

Anatomical Sciences Ed

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Abstract:It is important that clinicians are able to adequately assess their level of knowledge and competence in order to be safe practitioners of medicine. The medical literature is rife with examples of poor self-assessment accuracy amongst medical students over a range of subjects however this ability in neuroanatomy has yet to be observed. Second year medical students attending neuroanatomy revision sessions at the University of Southampton and the competitors of the National Undergraduate Neuroanatomy Competition (NUNC) were asked to rate their level of knowledge in neuroanatomy. The responses from the former group were compared to performance on a 10 item MCQ examination and the latter group were compared to their performance within the competition. In both cohorts self-assessments of perceived level of knowledge correlated weakly to their performance in their respective objective knowledge assessments (r=0.30 and r=0.41). Within the NUNC this correlation improved when students were instead asked to rate their performance on a specific examination within the competition (spotter, r=0.64; MCQ, r=0.6). Despite its inherent difficulty, medical student self-assessment accuracy in neuroanatomy is comparable to other subjects within the medical curriculum.

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An analysis of peer, self, and tutor assessment in problem-based learning tutorials

Cited by 143 publications

References 50 publications

Self- and Peer-Assessment: Evidence from the Accounting and Finance Discipline

Self- and Peer-Assessment: Evidence from the Accounting and Finance Discipline

Peer assessment among first year medical students in anatomy

Can medical students accurately predict their learning? A study comparing perceived and actual performance in neuroanatomy

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