Learning through multiple lenses: analysis of self, peer, near-peer and faculty assessment of a clinical history taking task in Australia.
- Publisher:
- Korea Health Personnel Licensing Examination Institute
- Publication Type:
- Journal Article
- Citation:
- J Educ Eval Health Prof, 2018, 15, pp. 22
- Issue Date:
- 2018
Open Access
Copyright Clearance Process
- Recently Added
- In Progress
- Open Access
This item is open access.
Full metadata record
Field | Value | Language |
---|---|---|
dc.contributor.author | Fitzgerald, K | |
dc.contributor.author |
Vaughan, B |
|
dc.date.accessioned | 2022-09-13T07:15:41Z | |
dc.date.available | 2018-09-18 | |
dc.date.available | 2022-09-13T07:15:41Z | |
dc.date.issued | 2018 | |
dc.identifier.citation | J Educ Eval Health Prof, 2018, 15, pp. 22 | |
dc.identifier.issn | 1975-5937 | |
dc.identifier.issn | 1975-5937 | |
dc.identifier.uri | http://hdl.handle.net/10453/161790 | |
dc.description.abstract | PURPOSE: Peer assessment may offer a framework for expected skill development and feedback appropriate to the learner level. Near-peer (NP) assessment may elevate expectations and motivate student learning. Feedback from peers and NPs may offer a sustainable approach to enhancing student assessment feedback. The aim was to analyze the relationship and attitudes of self, peer, NP and faculty marking of an assessment. METHODS: A cross sectional study design was used. Year 2 osteopathy students (n = 86) were invited to self and peer assess a clinical history-taking and communication skills assessment. Near-peers and faculty also marked the assessment. Year 2 students also completed a peer/NP attitudes questionnaire. Descriptive statistics and Spearman's rho were used to evaluate the relationships across marker groups. RESULTS: Year 2 students (n=9), near-peers (n=3) and faculty (n=5) were recruited. Correlations between self and peer (r=0.38) and self and faculty (r = 0.43) marks were moderate. A weak correlation was observed between self and near-peer marks (r = 0.25). Perceptions of peer and near-peer marking were varied with over half of the cohort suggesting peer or NP assessments marks should not contribute to a grade. CONCLUSION: Framing peer and NP assessment as another feedback source may offer a sustainable method for enhancing feedback without overloading faculty resources. Multiple sources of feedback may assist in developing assessment literacy and calibrate a students' self-assessment capability. The small number of students recruited may indicate some acceptability of peer and NP assessment however further work is required to increase its acceptability. | |
dc.format | Print-Electronic | |
dc.language | eng | |
dc.publisher | Korea Health Personnel Licensing Examination Institute | |
dc.relation.ispartof | J Educ Eval Health Prof | |
dc.relation.isbasedon | 10.3352/jeehp.2018.15.22 | |
dc.rights | info:eu-repo/semantics/openAccess | |
dc.subject.mesh | Adolescent | |
dc.subject.mesh | Adult | |
dc.subject.mesh | Australia | |
dc.subject.mesh | Communication | |
dc.subject.mesh | Cross-Sectional Studies | |
dc.subject.mesh | Education, Medical, Undergraduate | |
dc.subject.mesh | Educational Measurement | |
dc.subject.mesh | Faculty, Medical | |
dc.subject.mesh | Feedback | |
dc.subject.mesh | Female | |
dc.subject.mesh | Humans | |
dc.subject.mesh | Learning | |
dc.subject.mesh | Male | |
dc.subject.mesh | Medical History Taking | |
dc.subject.mesh | Osteopathic Medicine | |
dc.subject.mesh | Peer Group | |
dc.subject.mesh | Self-Assessment | |
dc.subject.mesh | Students, Health Occupations | |
dc.subject.mesh | Surveys and Questionnaires | |
dc.subject.mesh | Young Adult | |
dc.subject.mesh | Humans | |
dc.subject.mesh | Medical History Taking | |
dc.subject.mesh | Cross-Sectional Studies | |
dc.subject.mesh | Communication | |
dc.subject.mesh | Peer Group | |
dc.subject.mesh | Learning | |
dc.subject.mesh | Osteopathic Medicine | |
dc.subject.mesh | Education, Medical, Undergraduate | |
dc.subject.mesh | Educational Measurement | |
dc.subject.mesh | Faculty, Medical | |
dc.subject.mesh | Students, Health Occupations | |
dc.subject.mesh | Feedback | |
dc.subject.mesh | Adolescent | |
dc.subject.mesh | Adult | |
dc.subject.mesh | Australia | |
dc.subject.mesh | Female | |
dc.subject.mesh | Male | |
dc.subject.mesh | Young Adult | |
dc.subject.mesh | Self-Assessment | |
dc.subject.mesh | Surveys and Questionnaires | |
dc.title | Learning through multiple lenses: analysis of self, peer, near-peer and faculty assessment of a clinical history taking task in Australia. | |
dc.type | Journal Article | |
utslib.citation.volume | 15 | |
utslib.location.activity | Korea (South) | |
pubs.organisational-group | /University of Technology Sydney | |
pubs.organisational-group | /University of Technology Sydney/Faculty of Health | |
pubs.organisational-group | /University of Technology Sydney/Faculty of Health/Public Health | |
utslib.copyright.status | open_access | * |
dc.date.updated | 2022-09-13T07:15:39Z | |
pubs.publication-status | Published | |
pubs.volume | 15 |
Abstract:
PURPOSE: Peer assessment may offer a framework for expected skill development and feedback appropriate to the learner level. Near-peer (NP) assessment may elevate expectations and motivate student learning. Feedback from peers and NPs may offer a sustainable approach to enhancing student assessment feedback. The aim was to analyze the relationship and attitudes of self, peer, NP and faculty marking of an assessment. METHODS: A cross sectional study design was used. Year 2 osteopathy students (n = 86) were invited to self and peer assess a clinical history-taking and communication skills assessment. Near-peers and faculty also marked the assessment. Year 2 students also completed a peer/NP attitudes questionnaire. Descriptive statistics and Spearman's rho were used to evaluate the relationships across marker groups. RESULTS: Year 2 students (n=9), near-peers (n=3) and faculty (n=5) were recruited. Correlations between self and peer (r=0.38) and self and faculty (r = 0.43) marks were moderate. A weak correlation was observed between self and near-peer marks (r = 0.25). Perceptions of peer and near-peer marking were varied with over half of the cohort suggesting peer or NP assessments marks should not contribute to a grade. CONCLUSION: Framing peer and NP assessment as another feedback source may offer a sustainable method for enhancing feedback without overloading faculty resources. Multiple sources of feedback may assist in developing assessment literacy and calibrate a students' self-assessment capability. The small number of students recruited may indicate some acceptability of peer and NP assessment however further work is required to increase its acceptability.
Please use this identifier to cite or link to this item:
Download statistics for the last 12 months
Not enough data to produce graph