Twelve tips for implementing a successful peer assessment

Finn, Gabrielle M.; Garner, Jayne

doi:10.3109/0142159x.2010.546909

Cited by 35 publications

(34 citation statements)

References 12 publications

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“…A clear design using objective rubrics can reduce bias and improve the validity while statistical estimates such as interrater agreement can be generated to measure reliability (Black & Wiliam, 1998;Finn & Garner, 2011;Gibson & Dunning, 2012;Russell & Airasian, 2012). An LMS can be used for peer assessment in order to streamline peer assessment implementation, "off load" faculty work, and to improve the effectiveness of the process as well as to bolster student learning (Bitter & Legacy, 2008).…”

Section: Literature Review and Research Hypothesesmentioning

confidence: 99%

Effectiveness of Peer Assessment in a Professionalism Course Using an Online Workshop

Strang

2015

JITE:IIP

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An online Moodle Workshop was evaluated for peer assessment effectiveness. A quasiexperiment was designed using a Seminar in Professionalism course taught in face-to-face mode to undergraduate students across two campuses. The first goal was to determine if Moodle Workshop awarded a fair peer grader grade. The second objective was to estimate if students were consistent and reliable in performing their peer assessments. Statistical techniques were used to answer the research hypotheses. Although Workshop Moodle did not have a built-in measure for peer assessment validity, t-tests and reliability estimates were calculated to demonstrate that the grades were consistent with what faculty expected. Implications were asserted to improve teaching and recommendations were provided to enhance Moodle.

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Section: Literature Review and Research Hypothesesmentioning

confidence: 99%

Effectiveness of Peer Assessment in a Professionalism Course Using an Online Workshop

Strang

2015

JITE:IIP

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“…However, peer feedback may also have advantages, as peers have equal status and training, so their relationship is not disturbed by a hierarchical relationship. Moreover, the feedback is often more timely (Finn & Garner, 2011). Another advantage of peer feedback is that not only the receiver, but also the provider, may learn from it (Cho & Cho, 2011;Ertmer et al, 2007;Sapouna, 2016).…”

Section: Introductionmentioning

confidence: 99%

Strengthening dialogic peer feedback aiming for deep learning in SPOCs

Filius

Kleijn

Uijl

et al. 2018

Computers & Education

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A B S T R A C TThis study is focused on how peer feedback in SPOCs (Small Private Online Courses) can effectively lead to deep learning. Promoting deep learning in online courses, such as SPOCs, is often a challenge. We aimed for deep learning by reinforcement of 'feedback dialogue' as scalable intervention.Students provided peer feedback as a dialogue, both individually and as a group. They were instructed to rate each other's feedback, which was aimed at deep learning. Data from questionnaires from 41 students of a master epidemiology course were used to measure for each feedback assignment to what extent deep learning was perceived. The feedback received by students who scored extremely high or low on the questionnaire was analyzed in order to find out which features of the feedback led to deep learning. In addition, students were interviewed to retrieve information about the underlying mechanisms.The results support the view that peer feedback instruction and peer feedback rating lead to peer feedback dialogues that, in turn, promote deep learning in SPOCs. The value of peer feedback appears to predominantly result from the dialogue it triggers, rather than the feedback itself. Especially helpful for students is the constant attention to how one provides peer feedback: by instruction, by having to rate feedback and therefore by repeatedly having to reflect. The dialogue is strengthened because students question feedback from peers in contrast to feedback from their instructor. As a result, they continue to think longer and deeper, which enables deep learning.

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“…33 PA was first used in the medical setting in the 1950s as part of the comprehensive assessment of performance rather than to assess specific professional behaviours. 34 In 1998, Topping determined the nature, quality, and extent of the PA literature. He identified a typology for PA, explored its theoretical underpinnings, clarified the mechanisms through which PA was effective, and gave recommendations for future PA research.…”

Section: Resultsmentioning

confidence: 99%

“…37 To overcome these drawbacks, the authors recommended double marking by faculty members, multiple peer assessors, and clear grading criteria 59 to reduce bias and improve PA's validity. 15,34,62,83 In addition, students must feel that the environment is comfortable, safe and supportive. 84 Anonymity is recommended in the PA process to ensure a safe environment, as it promotes students' comfort in providing and/or receiving peer feedback.…”

Section: Discussionmentioning

confidence: 99%

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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Twelve tips for implementing a successful peer assessment

Cited by 35 publications

References 12 publications

Effectiveness of Peer Assessment in a Professionalism Course Using an Online Workshop

Effectiveness of Peer Assessment in a Professionalism Course Using an Online Workshop

Strengthening dialogic peer feedback aiming for deep learning in SPOCs

Peer assessment in health professions education

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