Students' Acceptance or peeP Assessment  

Oleh:

Pâquet, M.R. ; Marchais, J.E. Des

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Education for Health (Change in Training & Practice ) vol. 11 no. 1 (Mar. 1998), page 25-35.
Topik: Assesment

Ketersediaan

Perpustakaan FK Nomor Panggil: E11.K Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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The study reports on an educational experience where peer assessment was introduced into the last four-month unit of the two and a half year preclinical problem-based learning (PBL) curriculum in medicine at the University of Sherbrooke. The assessment at mid-term was formative; the assessment at the end of the unit was summative. The study had two goals, to report on the feasibility of introducing a specific assessment instrument, and to assess students’ perception of peer assessment while acting as both reviewers and reviewees. Students were involved in developing the peer assessment grid which includes communication skills and scientific reasoning. Peer assessment had been used for five years, before it was evaluated by the student body in preparation for an external accreditation visit. The response rate of this evaluation was 66%. Descriptive feedback of the assessment, in terms of its strengths and weakness, was given by 86% of students. They preferred the format being not anonymous but formative. A majority of students recognize that they had changed their behaviour after this peer assessment. The introduction of this form of assessment was feasible even in a preclinical PBL curriculum. Social acceptance was high, as he assessment was perceived to be rewarding and worthwhile. Its formative character was appreciated much more than the summative one. Results seemed to indicate a development of positive student attitudes towards better health care.

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