Using online peer feedback in formative assessment for medical sonography students teaching: the student view

Abstract

Purpose: This paper reports the results of a survey of external medical sonography university students which investigated their perceptions of anonymous online peer feedback formative assessments. Peer feedback is gaining popularity among academic teachers to both promote deeper learning and reduce heavy marking loads. Methods: In a cross sectional study design, 77 postgraduate students enrolled in an externally delivered sonography course in 2009 were invited to participate in a student evaluation survey. Results: Sixteen students (21%) responded to the survey. Students registered positive perceptions on a Likert scale for items asking about the value of the learning experiences, their level of comfort in participating in peer feedback, and their acceptance of using a web based medium. Anonymity rated highly as an important element of the assessments. Two-tailed Mann-Whitney U tests demonstrated no significant differences (P < 0.05) between student perceptions of assessment items with and without peer feedback, or between the feedback provided by their peers and the feedback provided by the teacher. Conclusion: Open questions provided insight in how the students perceived the assessment could be improved. Future derivations of the described assessment process should use a more user-friendly online platform, and the breadth of course content should be expanded so that all learning objectives and content are integrated into formative assessment. As well as being more acceptable to students this approach is more likely to motivate students to meet learning objectives, and encourage active learning. Further evaluation will be required as the assessments are modified.

Peer Feedback : Its Quality and Students Perceptions as a Peer Learning Tool in Asynchronous Discussion Forums

“…Students have indicated positive attitudes towards the use of asynchronous discussion forums as tools for promoting peer feedback [1,2]. Through this environment, students work on their own pace [1]; they develop deep understanding as they have sufficient time to reflect when using asynchronous discussion forums compared to synchronous discussion forums [8]; they develop new ideas [18], and they collaborate with each other [19].…”

“…Through this environment, students work on their own pace [1]; they develop deep understanding as they have sufficient time to reflect when using asynchronous discussion forums compared to synchronous discussion forums [8]; they develop new ideas [18], and they collaborate with each other [19]. However, some negative attitudes towards this medium have been experienced as well [2,19]. Overall, asynchronous discussion forums seem to have a higher potential for promoting effective peer feedback.…”

“…Vol. 2 Given the preference of peer feedback as a learning tool, rather than an assessment tool, this study examined two aspects: the quality of peer feedback as a learning tool where participation in the peer feedback process is not associated with grades, and students' perceptions about the process of using peer feedback. This was based on the assumption that when students use peer feedback as a learning tool, they will be relaxed, hence, come up with effective and critical peer feedback.…”

“…Findings related to students' perceptions about peer feedback when such feedback is associated with giving grades are inconsistent. Several studies indicate that students in higher learning institutions value and enjoy peer feedback [2,8,[11][12][13]. In a study that examined student attitudes towards peer assessment, Stepanyan et al [13] reported that the allocation of marks in peer feedback encouraged student involvement.…”

“…Online environments such as asynchronous discussion forums have shown to be effective for promoting peer feedback in higher learning institutions [1,2]. Similarly, research indicates that peer feedback is significant for promoting student learning [3][4][5][6][7].…”