背景:在高等教育环境中,越来越多的人呼吁放弃传统的总结性评估做法,这样的期末笔试,探索以替代方式评估学习的方法。同行评估一直被提倡作为形成性评估的一种手段,以提高学生的参与度,让学生对自己的学习负责。虽然有越来越多的证据表明同行评价在高等教育中的价值,不能假设同伴反馈会适当地转化为所有设置和教育环境。
目的:本研究评估了在护理和助产研究方法模块中实施形成性在线同伴评估的情况。我们探讨了学生的期望,经验,以及最终这种方法的可接受性。
方法:定量描述性研究。
方法:爱尔兰。
方法:一项在线调查,旨在整理参与同伴评估的期望和经验。量表是从以前的研究中得出的,非参数检验探讨了感知随时间的变化。定性内容分析探索了开放文本响应中明显的模式。
结果:基线时的反应率为28%(n=74),随访时的反应率为31%(n=81)。对95%的受访者来说,同行评估是一种新的体验。学生最初表示担心,认为任务令人生畏,怀疑他们向同龄人提供反馈的能力。然而,通过提供指导和工具来支持学生的活动,报告了对过程和经验的高度满意。随着时间的推移,对同伴评估的看法存在显著差异,包括一种增强的信念,即受访者具有评估同龄人工作的必要技能。
结论:总而言之,护理和助产专业学生一致认为,作为研究方法培训和关键技能培养的一部分,同伴评估是一种宝贵的学习经验.
BACKGROUND: In higher education settings, there are increasing calls to shift away from traditional summative assessment practices, such end of term written tests, to explore methods of assessing learning in alternative ways. Peer assessment has been advocated as a means of formative assessment to enhance student engagement, empowering students to take responsibility for their own learning. While there is accumulating evidence for the value of peer assessment in higher education, one cannot assume peer feedback will translate appropriately to all settings and educational contexts.
OBJECTIVE: This study evaluated the implementation of formative online peer assessment in a nursing and midwifery research methods module. We explored students\' expectations, experiences, and ultimately the acceptability of this approach.
METHODS: A quantitative descriptive study.
METHODS: Ireland.
METHODS: An online survey to collate expectations and experiences of engagement in peer assessment. Scales were drawn from previous research and non-parametric tests explored changes in perceptions over time. Qualitative content analysis explored patterns evident in open-text responses.
RESULTS: The response rate was 28% (n = 74) at baseline and 31% at follow-up (n = 81). Peer assessment was a new experience for 95% of respondents. Students initially expressed apprehension, perceiving the task as daunting, and doubting their ability to provide feedback to peers. However, through providing instruction and tools to support students in the activity, high levels of satisfaction with the process and the experience were reported. Significant differences in perceptions of peer assessment were evident over time, including an enhanced belief that respondents had the requisite skills to appraise the work of their peers.
CONCLUSIONS: In sum, nursing and midwifery students agreed that peer assessment was a valuable learning experience as part of research methods training and critical skills development.