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Peer assessment of professional behaviours in problem-based learning groups.

Chris Roberts1, Christine Jorm2, Stacey Gentilcore2

  • 1Sydney Medical School - Northern, University of Sydney, Sydney, Australia.

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Summary

Peer assessment of professional behaviour in problem-based learning (PBL) is reliable within groups but not for comparing students across groups. Formative feedback can improve rating reliability but does not change overall scores.

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Area of Science:

  • Medical Education
  • Health Professions Education
  • Educational Psychology

Background:

  • Peer assessment in problem-based learning (PBL) aids learning and identifies problematic behaviors.
  • Validating peer assessment is crucial for making decisions about student professionalism.

Purpose of the Study:

  • To determine if peer assessment of learning behaviors in PBL is valid enough for decision-making regarding student professional behaviors.
  • To evaluate the reliability and impact of feedback on peer assessments of professional behavior.

Main Methods:

  • A generalizability study analyzed peer ratings from two student cohorts using a modified, validated scale.
  • Students were assessed before and after receiving feedback.
  • The study calculated scores, identified error sources, and tracked changes in rating behavior and mean scores.

Main Results:

  • Peer assessment showed high reliability within PBL groups (G = 0.81-0.87) but low reliability across groups (G = 0.47-0.53).
  • Feedback enhanced rating range and alignment, slightly improving reliability by increasing variance attributable to performance.
  • Mean professional behavior scores remained unchanged post-feedback.

Conclusions:

  • Peer assessment of professional learning behaviors may be unreliable for decisions outside the immediate PBL group.
  • Faculty should avoid using these scores for cohort-wide comparisons or summative assessments.
  • Focusing on formative peer feedback and its learning impact in PBL is recommended for educators.