Print this page Email this page Users Online: 240 | Click here to view old website
Home About us Editorial Board Search Current Issue Archives Submit Article Author Instructions Contact Us Login 
GENERAL ARTICLE
Year : 2020  |  Volume : 33  |  Issue : 3  |  Page : 108-113

Is peer assessment an effective learning tool in an internationally and educationally heterogeneous cohort of students?


Department of Peripheral Nerve Injuries, Stanmore Royal National Orthopaedic Hospital, Stanmore, England, UK

Correspondence Address:
Chang Park
Department of Peripheral Nerve Injuries, Stanmore Royal National Orthopaedic Hospital, Stanmore HA7 4LP, England
UK
Login to access the Email id

Source of Support: None, Conflict of Interest: None


DOI: 10.4103/efh.EfH_230_18

Background: Peer assessment is a well-established tool in peer-assisted learning, however there is little work in its use across a multidisciplinary cohort. Twenty-two students of a variety of undergraduate backgrounds from different nationalities attended a 3-week university summer school on the topic of peripheral nerve injuries. Methods: Peer assessment of an oral presentation made up an aspect of the formative assessment of the course. Students were surveyed using a Likert score on their impression of peer assessment as a learning and assessment tool. Results: Fourteen (64%) students agreed that the peer assessment process improved the learning process and 5 (23%) strongly agreed. Thirteen (59%) students agreed and nine (41%) strongly agreed that it improved the engagement with their peers' presentation. Seventeen (77%) students either agreed or strongly agreed that it was appropriate to use as a method of formative assessment. Discussion: Students agreed that peer assessment improved learning and engagement and is an appropriate assessment tool. Whereas peer assessment has been proven to be an effective method for assessment and reflective learning within a homogenous group, this study demonstrates that this remains true in a heterogeneous cohort of international undergraduates where expertise, underlying knowledge base, and learning approaches may vary.


[FULL TEXT] [PDF]*
Print this article     Email this article
 Next article
 Previous article
 Table of Contents

 Similar in PUBMED
   Search Pubmed for
   Search in Google Scholar for
 Related articles
 Citation Manager
 Access Statistics
 Reader Comments
 Email Alert *
 Add to My List *
 * Requires registration (Free)
 

 Article Access Statistics
    Viewed2063    
    Printed34    
    Emailed0    
    PDF Downloaded197    
    Comments [Add]    

Recommend this journal