Using the design-thinking method to develop and validate a peer evaluation scale for team-based learning (PES-TBL)...

Area of Science:

• Medical Education
• Nursing Education
• Educational Psychology

Background:

• Peer evaluation is crucial for understanding team dynamics in learner-centered education.
• Existing scales lack validity and reliability in reflecting student experiences in team-based learning (TBL).

Purpose of the Study:

• To develop and validate a peer evaluation scale specifically for team-based learning environments.
• To ensure the scale accurately captures students' classroom experiences.

Main Methods:

• A cross-sectional methodological study involving four universities in South Korea.
• The design-thinking method was used to develop a 12-item scale, with input from 8 nursing students and 8 professors.
• Scale validation involved 722 nursing students, utilizing exploratory and confirmatory factor analyses, split-half analysis, and reliability testing (Cronbach's alpha, McDonald's omega, composite reliability).

Main Results:

• A 12-item peer evaluation scale with a 5-point rating was successfully developed through design thinking stages.
• Exploratory factor analysis identified three key factors: responsibility, initiative, and collaboration.
• Confirmatory factor analysis confirmed good construct validity, with acceptable convergent and discriminant validity. All reliability measures exceeded 0.70.

Conclusions:

• The design-thinking approach effectively incorporated learner perspectives in creating a peer evaluation instrument.
• The developed scale demonstrates adequate reliability and validity for assessing nursing students in team-based learning.
• This validated scale can be effectively implemented in team-based learning assessments within nursing education.