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Formative peer evaluation instrument for a team-based learning course: Content and construct validity.

Kyle A Robertson1, David J Gunderman1, Jessica N Byram2

  • 1Anatomy, Cell Biology, and Physiology, School of Medicine, Indiana University, West Lafayette, IN, USA.

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Summary
This summary is machine-generated.

This study validated a peer evaluation (PE) tool for team-based learning (TBL) courses. The instrument demonstrated content and construct validity, supporting its use in formative assessment for histology students.

Keywords:
Peer evaluationconstruct validitycontent validityformative assessmentteam-based learning

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Area of Science:

  • Medical Education
  • Educational Psychology

Background:

  • Team-based learning (TBL) enhances teamwork, with peer evaluation (PE) crucial for engagement and reflection.
  • Variability in PE implementation necessitates validated assessment tools.

Purpose of the Study:

  • To establish the content and construct validity of a formative PE tool for a TBL course.
  • To provide a reliable instrument for assessing peer interactions in graduate histology.

Main Methods:

  • A ten-item PE instrument was developed from literature and expert review.
  • Exploratory and confirmatory factor analyses were performed on data from 158 graduate histology students.
  • Internal consistency was assessed using Cronbach's alpha.

Main Results:

  • A three-factor solution emerged, aligning with preparation, feedback provision, and feedback receptivity.
  • Overall internal consistency was good (alpha = 0.82), with subscale alphas ranging from 0.67 to 0.81.
  • Factor structures confirmed alignment with existing literature.

Conclusions:

  • Evidence supports the content and construct validity of the formative PE instrument for TBL courses.
  • The validated tool can be effectively used for formative assessment in graduate histology education.