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Related Concept Videos

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Self-evaluation is the process by which individuals assess their abilities, behaviors, and characteristics based on feedback from others. Charles H. Cooley observed that a person’s self-perception is primarily influenced by how others see and judge them. He suggested that individuals form their identities based on their interpretations of others' reactions. As a result, social interactions play a crucial role in shaping self-esteem and personal identity. These external evaluations often...
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Related Experiment Video

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Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning
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Peer Evaluation Instrument Development, Administration, and Assessment in a Team-based Learning Curriculum.

Matthew G Fete1, Robert C Haight1, Peter Clapp1

  • 1Regis University School of Pharmacy, Denver, Colorado.

American Journal of Pharmaceutical Education
|June 21, 2017
PubMed
Summary
This summary is machine-generated.

This study developed a peer evaluation tool for students to assess team behaviors. The instrument provides valuable feedback, helping students recognize individual contributions within teams.

Keywords:
TBLpeer assessmentpeer evaluationpharmacyteam-based learning

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Area of Science:

  • Medical Education
  • Health Professions Education
  • Educational Assessment

Background:

  • Effective teamwork is crucial in healthcare settings.
  • Assessing team behaviors and individual contributions is challenging.
  • Peer feedback can enhance learning and team performance.

Purpose of the Study:

  • To design and implement a peer evaluation instrument for student teams.
  • To assess the instrument's effectiveness in providing feedback on team behaviors.
  • To analyze the results of the instrument's administration over three years.

Main Methods:

  • A three-part instrument was developed, including teammate rankings, behavior reporting, and contribution value feedback.
  • The instrument focused on attributes aligned with school outcomes and team functioning.
  • Data were collected over three years from students in four professional classes.

Main Results:

  • Six evaluations were conducted annually for three years.
  • Mean peer evaluation scores showed a slight increase as students progressed.
  • Students demonstrated the ability to differentiate peer performance on attributes and behaviors.

Conclusions:

  • The developed peer evaluation instrument effectively provides both formative and summative feedback.
  • Qualitative and quantitative scores enable recognition of differential contributions among team members.
  • This tool supports student learning by highlighting individual impact within teams.