Online peer assessment in Galenic Pharmacy: enhancing evaluative judgement in higher education

Assessment influences how students define their priorities and their commitment to the learning process. Assessment strategies can empower students to actively engage in metacognitive processes, fostering cross-curricular competencies. Mastery of these competencies not only enhances deep and meaningful learning but also prepares learners for the challenges of the ever-evolving knowledge field. However, developing evaluative judgement, the ability to critically and autonomously judge the quality of one's own work and that of others, is essential but challenging. The purpose of this study was to design and assess an online educational experience for Galenic Pharmacy students (N = 339) during the 2021-2022 academic year of the Degree of Pharmacy. Beyond content acquisition, the primary goal was to foster evaluative judgement as a pivotal component of the 'learning to learn' competence. A complex task with iterative deliverables was proposed, using peer assessment as the central tool for the development of evaluative judgement. Students were required to give presentations on methods of administering medicines and had iterative deliverables. They underwent multiple rounds of peer feedback. The task as well as peer assessment process were compulsory for all the students. The participating students voluntarily answered an ad hoc online questionnaire in relation to their perception of the overall experience of peer assessment. The outcomes showcased the positive impacts of peer assessment based on the roles of assessor and assessed. An improvement in feedback quality was observed from one iteration to another, and an enhancement of critical judgement was evident. Enhancing assessment literacy might be essential for both educators and students. For educators, this would allow them to set criteria more aligned with competencies, whereas students might place higher value on these practices and actively engage with the learning process. Such engagement is crucial for promoting lifelong autonomous and self-regulated learning.