By Anh Tran, Pharm.D., PGY1 Pharmacy Practice Resident,
Medstar Union Memorial Hospital
Take a moment and
think about a time when you were in high school or college and you were asked
to assess your peers on their work.
Or vice versa. I remember a time when I had just turned in a paper in an undergraduate English
class. The professor then informed us
that we would be grading each other’s papers!
The first thought that went through my mind was, “This is just busy
work!” Actually, peer assessment can be
a very effective learning tool.
Peer assessment is
the process whereby students receive a critical evaluation and feedback of
their work from a similarly experienced individual, peer, or colleague. This practice is commonly used in various
settings, including pharmacy education.
For example, peer assessment can be used to evaluate a patient
counseling session conducted by a student pharmacist or a pharmacotherapy
presentation by a pharmacy resident. Peer
assessment plays a vital role in a pharmacist’s professional development,
whether during school, experiential rotations, postgraduate training, or
career. Furthermore, the practice of peer assessment promotes active learning,
group work, and complex problem solving.
In addition to
promoting these great aspects of learning, peer assessment has other distinct
advantages. Peer assessment enables faster
and more detailed feedback.1 How
many times have you turned in an assignment and waited for weeks for the
professor to grade it and provide feedback?
Most likely, you forgot your thought process through that assignment and
thus, the feedback is no longer useful to you.
Instead, having peers grade each other’s assignments provides more timely
feedback, which is more useful because the assignment and the students’
thoughts are still fresh in their minds.
In addition, since assignments are being reviewed simultaneously by
multiple graders, there is the potential for more detailed and in-depth
feedback.
Peer assessment
might have some advantages from a teaching and learning point of view, but what
are students’ attitudes towards it? In a
study conducted by Wu and colleagues, 91.9% of PharmD students surveyed believed
that peer assessment is a skill that they will use in their pharmacy
career. In terms of student-to-student
peer evaluation, 80% of students were comfortable providing an honest
assessment to their partner and 95.7% of students were comfortable receiving it.
Furthermore, only 34.4% of the students believed that the assessment of
students is solely the responsibility of faculty and not students.2 In another study, Basheti and colleagues
demonstrated that anonymous peer feedback in a pharmacy course is an effective
means of providing constructive feedback on performance. The study found that 78.1% of students felt
that their participation in the peer assessment process helped them to deepen
their understanding of the course content and 78% of students would endorse the
use of this practice in other courses.3 Thus, students felt comfortable with peer
assessment and perceived it as a valuable tool in their education.
Peer assessment is consistent
with the principles of andragogy. In
other words, peer assessment takes evaluation from “teacher-driven” to
“learner-driven”. By taking assessment
out of the teacher’s hands, students have yet another learning opportunity.1
Peer assessment can lead to a deeper
understanding of a topic by evaluating the work of others.3 For example, when I evaluated the English
paper of an undergraduate peer, I was pleasantly surprised what I learned just
from reading it! We had written on the
same topic, but we had different views and opinions. By practicing peer assessment, students can
discover other perspectives on a topic which can broaden their understanding.
Finally, peer
assessment fosters metacognition, which is a knowledge or awareness of one’s
own learning processes.1 By
participating in peer assessment, students are in a better position to understand
the grading criteria. Thus, they can
then internalize this understanding and apply it to their future work and to
improve their own performance. For
example, in a practice patient counseling session, a pharmacy student grading a
peer would develop a better understanding of best practices and can then apply
these criteria to his/her future counseling sessions.
While peer
assessment has many great qualities, there are some concerns. Can peer assessment truly serve as a substitute
for the teacher’s assessment? Are these
assessments valid? Falchikov and colleagues
attempted to answer these questions by performing a meta-analysis comparing
peer and teacher assessments in higher education. The meta-analysis showed a mean correlation
over all the studies to be r = 0.69, indicating reasonably good agreement
between peer and teacher assessments.4 Similarly, Sadler and colleagues conducted a
study to determine the agreement between the grades given by a teacher and
those given by a peer. This study showed
that peer-grades were highly correlated with teacher grades (r =905)!1
Assessment and
evaluation are essential components of instructional design and peer assessment
is a good way of engaging students in the classroom. Studies have identified
ways to implement peer assessment by educators. It’s important to provide training on the
evaluation process to students and to provide clear criteria for peer feedback
in order to avoid superficial comments. In addition, professors should blind the
reviews in order to reduce bias, since friendships may affect the accuracy of
peer assessment.1
When educators
implement structured, unbiased approachs to peer assessment, it can play an exceptional
role. Not only is it an effective
learning tool, but peer assessment can foster team work, active learning, and
metacognition. Students realize the
importance of peer assessment and are comfortable participating in such a
process. So the next time your professor
announces that you’ll be grading your peers, embrace it and further your
learning!
References
1. Sadler PM, Good E. The
impact of self- and peer-grading on student learning. Educational Assessment. 2006; 11(1):1-31.
2. Wu K, Davison L, Sheehan A. Pharmacy students’
perceptions of and attitudes towards peer assessment within a drug literature
evaluation course. Am J Pharm Educ.
2012; 76(4):62.
3. Basheti IA, Ryan G, Woulfe J,
Bartimote-Aufflick K. Anonymous
peer assessment of medication management reviews. Am J Pharm Educ. 2010; 74(5):77.
4. Falchikov N, Goldfinch J. Student peer assessment
in higher education: a meta-analysis comparing peer and teacher marks. Review of Educational Research. 2000;
70(3):287-322.
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