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Related Experiment Video

Updated: May 28, 2026

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

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

Published on: February 10, 2016

Peer- and self-grading compared to faculty grading.

Mary L Wagner¹, Dong Churl Suh, Sandy Cruz

¹Ernest Mario School of Pharmacy, Rutgers University, 160 Frelinghuysen Road, Piscataway, NJ 08854, USA. mlwagner@rci.rutgers.edu

American Journal of Pharmaceutical Education

|October 5, 2011

Summary

Pharmacy students

Area of Science:

Pharmacy education
Medical education assessment

Background:

Peer and self-evaluations are increasingly used in pharmacy education.
Assessing the reliability and value of these evaluations is crucial for curriculum development.

Purpose of the Study:

To determine the reliability and value of peer- and self-reported evaluations in grading pharmacy students.
To compare student self- and peer-grades with faculty grades.

Main Methods:

Compared mean student peer- and self-reported grades with faculty grades in APPE and seminar courses.
Surveyed pharmacy alumni on their experiences with curricular peer- and self-evaluations.

Main Results:

Self-reported grades were lower than faculty grades for APPE presentations.

Keywords:

advanced pharmacy practice experience assessment evaluation grading rubric peer-assessment self-assessment

Related Experiment Videos

Last Updated: May 28, 2026

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

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

Published on: February 10, 2016

Students graded peers higher than faculty did for both seminar and APPE courses.

Alumni found peer and self-evaluations useful for assessing group projects, presentations, and professional skills.

Conclusions:

Combining self-, peer-, and faculty assessments with a detailed rubric can meet accreditation standards.
This integrated approach better prepares pharmacy students for professional careers.