Peer evaluation instrument development, administration, and assessment in a team-based learning curriculum

Matthew G. Fete, Robert C. Haight, Peter Clapp, Marianne McCollum

Research output: Contribution to journalArticle

9 Scopus citations

Abstract

Objective. To design and implement an instrument capable of providing students with valuable peer feedback on team behaviors and to provide results of the administration of the instrument. Methods. A three-part instrument was designed that requires teammate rankings with justification on attributes aligned with school outcomes and team functioning, reporting of student behaviors, and provision of feedback on the value of peer contributions to their team. Score results after three years of administration were analyzed. Results. Six evaluations per year were completed by members of four different professional classes over a three-year time period. Mean scores increased slightly as students progressed through the program. Students were able to differentially score peers on attributes and behaviors. Conclusion. The peer evaluation instrument presented here provides formative and summative feedback through qualitative and quantitative scores that allow students to acknowledge differential contributions of individual team members.

Original languageEnglish
Article number68
JournalAmerican journal of pharmaceutical education
Volume81
Issue number4
DOIs
StatePublished - May 2017

Keywords

  • Peer assessment
  • Peer evaluation
  • Pharmacy
  • TBL
  • Team-based learning

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