{"title":"Is peer assessment an effective learning tool in an internationally and educationally heterogeneous cohort of students?","authors":"Chang Park, Tom Quick","doi":"10.4103/efh.EfH_230_18","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Peer assessment is a well-established tool in peer-assisted learning, however there is little work in its use across a multidisciplinary cohort. Twenty-two students of a variety of undergraduate backgrounds from different nationalities attended a 3-week university summer school on the topic of peripheral nerve injuries.</p><p><strong>Methods: </strong>Peer assessment of an oral presentation made up an aspect of the formative assessment of the course. Students were surveyed using a Likert score on their impression of peer assessment as a learning and assessment tool.</p><p><strong>Results: </strong>Fourteen (64%) students agreed that the peer assessment process improved the learning process and 5 (23%) strongly agreed. Thirteen (59%) students agreed and nine (41%) strongly agreed that it improved the engagement with their peers' presentation. Seventeen (77%) students either agreed or strongly agreed that it was appropriate to use as a method of formative assessment.</p><p><strong>Discussion: </strong>Students agreed that peer assessment improved learning and engagement and is an appropriate assessment tool. Whereas peer assessment has been proven to be an effective method for assessment and reflective learning within a homogenous group, this study demonstrates that this remains true in a heterogeneous cohort of international undergraduates where expertise, underlying knowledge base, and learning approaches may vary.</p>","PeriodicalId":46742,"journal":{"name":"Education for Health","volume":"33 3","pages":"108-113"},"PeriodicalIF":0.9000,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education for Health","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4103/efh.EfH_230_18","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
Abstract
Background: Peer assessment is a well-established tool in peer-assisted learning, however there is little work in its use across a multidisciplinary cohort. Twenty-two students of a variety of undergraduate backgrounds from different nationalities attended a 3-week university summer school on the topic of peripheral nerve injuries.
Methods: Peer assessment of an oral presentation made up an aspect of the formative assessment of the course. Students were surveyed using a Likert score on their impression of peer assessment as a learning and assessment tool.
Results: Fourteen (64%) students agreed that the peer assessment process improved the learning process and 5 (23%) strongly agreed. Thirteen (59%) students agreed and nine (41%) strongly agreed that it improved the engagement with their peers' presentation. Seventeen (77%) students either agreed or strongly agreed that it was appropriate to use as a method of formative assessment.
Discussion: Students agreed that peer assessment improved learning and engagement and is an appropriate assessment tool. Whereas peer assessment has been proven to be an effective method for assessment and reflective learning within a homogenous group, this study demonstrates that this remains true in a heterogeneous cohort of international undergraduates where expertise, underlying knowledge base, and learning approaches may vary.
期刊介绍:
Education for Health: Change in Learning and Practice (EfH) is the scholarly, peer-reviewed journal of The Network: Towards Unity for Health. Our readers are health professionals, health professions educators and learners, health care researchers, policymakers, community leaders and administrators from all over the world. We publish original studies, reviews, think pieces, works in progress and commentaries on current trends, issues, and controversies. We especially want to provide our international readers with fresh ideas and innovative models of education and health services that can enable them to be maximally responsive to the healthcare needs of the communities in which they work and learn.