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Related Experiment Video

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Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity
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Published on: February 10, 2016

Self and peer assessment - does it make a difference to student group work?

Naomi Elliott1, Agnes Higgins

  • 1School of Nursing and Midwifery Studies, Trinity College, Dublin, Ireland.

Nurse Education in Practice
|November 29, 2008
PubMed
Summary

Self and peer assessment strategies effectively combat "free riders" in group projects. This approach encourages student participation and shows promise for educational settings, particularly in nursing and midwifery programs.

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Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity
07:32

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Area of Science:

  • Educational assessment
  • Higher education pedagogy
  • Nursing and midwifery education

Background:

  • Group projects are increasingly used for assessment in education.
  • Unequal contribution among group members (free-riding) is a common challenge.
  • Self and peer assessment is proposed to mitigate free-riding issues.

Purpose of the Study:

  • To explore the literature on self and peer assessment in group projects.
  • To develop and evaluate a self and peer assessment strategy for nursing and midwifery students.
  • To promote equitable student participation in group work.

Main Methods:

  • Literature review on self and peer assessment.
  • Action research methodology for strategy development and evaluation.
  • Implementation within a nursing and midwifery educational program.

Main Results:

  • The developed self and peer assessment strategy was evaluated.
  • Findings support the continued use of the strategy to enhance student participation.
  • The assessment tool and guidelines are provided for broader application.

Conclusions:

  • Self and peer assessment is a viable strategy to address free-riding in group projects.
  • The strategy shows positive results for promoting student engagement in nursing and midwifery education.
  • Further research is recommended to validate and generalize the findings.