Learning through multiple lenses: analysis of self, peer, near-peer, and faculty assessments of a clinical history-taking task in Australia / 보건의료교육평가
Journal of Educational Evaluation for Health Professions
;
: 22-2018.
Artículo
en Inglés
| WPRIM
| ID: wpr-764455
ABSTRACT
PURPOSE:
Peer assessment provides a framework for developing expected skills and receiving feedback appropriate to the learner's level. Near-peer (NP) assessment may elevate expectations and motivate learning. Feedback from peers and NPs may be a sustainable way to enhance student assessment feedback. This study analysed relationships among self, peer, NP, and faculty marking of an assessment and students' attitudes towards marking by those various groups.METHODS:
A cross-sectional study design was used. Year 2 osteopathy students (n=86) were invited to perform self and peer assessments of a clinical history-taking and communication skills assessment. NPs and faculty also marked the assessment. Year 2 students also completed a questionnaire on their attitudes to peer/NP marking. Descriptive statistics and the Spearman rho coefficient were used to evaluate relationships across marker groups.RESULTS:
Year 2 students (n=9), NPs (n=3), and faculty (n=5) were recruited. Correlations between self and peer (r=0.38) and self and faculty (r=0.43) marks were moderate. A weak correlation was observed between self and NP marks (r=0.25). Perceptions of peer and NP marking varied, with over half of the cohort suggesting that peer or NP assessments should not contribute to their grade.CONCLUSION:
Framing peer and NP assessment as another feedback source may offer a sustainable method for enhancing feedback without overloading faculty resources. Multiple sources of feedback may assist in developing assessment literacy and calibrating students' self-assessment capability. The small number of students recruited suggests some acceptability of peer and NP assessment; however, further work is required to increase its acceptability.
Texto completo:
Disponible
Índice:
WPRIM (Pacífico Occidental)
Asunto principal:
Revisión por Pares
/
Autoevaluación (Psicología)
/
Australia
/
Medicina Osteopática
/
Estudios Transversales
/
Estudios de Cohortes
/
Evaluación Educacional
/
Alfabetización
/
Aprendizaje
/
Métodos
Tipo de estudio:
Estudio de etiología
/
Estudio de incidencia
/
Estudio observacional
/
Estudio de prevalencia
/
Factores de riesgo
Límite:
Humanos
País/Región como asunto:
Oceanía
Idioma:
Inglés
Revista:
Journal of Educational Evaluation for Health Professions
Año:
2018
Tipo del documento:
Artículo
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