Medical students’ pleasure for participating in peer assessment
Main Article Content
Keywords
Problem based learning, Educational measurement, Education, medical, Students
Abstract
Summary
Objective: to explore the agreement of medical students (MS) with the statement “I liked participating in my peers’ assessment” and the explanations why.
Methods: the peer assessment of 411 MS who participated consisted in assessing audiovisual lectures presented by their classmates using rubrics. Then, they classified their grade of agreement with the statement “I liked participating in my peers’ assessment” and briefly explained why. An analysis of content was performed, response categories were classified, and a simple count of the number of responses in each category was done.
Results: most of the MS (68 %) liked participating in peer assessment completely or partially. The major negative explanations were the concern that affective considerations would influence the grades (18 %), and the perception of unfair assessments (12.2 %). The positive ones were the perception of a more fair assessment (11 %), and the idea that it provides feedback for improvement (9.5 %).
Conclusions: knowing the explanations given by the MS to support their agreement with the pleasure for participating in peer assessment allows a more adequate approach to conflicts.
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