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Intergroup peer assessment in problem-based learning tutorials for undergraduate pharmacy students
Vicky S Kritikos1, Jim Woulfe, Maria B Sukkar
1University of Sydney, Australia.
Objective:
To develop, implement, and evaluate a process of intergroup peer assessment and feedback using problem-based learning (PBL) tutorials.
Methods:
A peer-assessment process was used in a PBL tutorial setting for an integrated pharmacy practice course in which small groups of students graded each others' PBL case presentations and provided feedback in conjunction with facilitator assessment.
Assessment:
Students' quantitative and qualitative perceptions of the peer assessment process were triangulated with facilitator feedback. Students became more engaged, confident, and motivated, and developed a range of self-directed, life-long learning skills. Students had mixed views regarding the fairness of the process and grade descriptors. Facilitators strongly supported the peer assessment process.
Conclusions:
Peer assessment is an appropriate method to assess PBL skills and is endorsed by students as appropriate and useful.
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