Simulated peer assessment initiative aimed at increasing the competency of nursing students within fields of nursing

Newly qualified nurses have been educated and assessed as being proficient carrying out certain procedures ,one such insertion of nasogastric feeding tube. Link between theory and practice will be explored. Highlighting the value of low fidelity simulation and peer assessment to enhance skills and competencies.

Peer assessment in ULPGC on line CLIL course 2010-2013

[EN]Introduction to Content Language and Integrated Learning ( CLIL) is a 60 hour on line course offered by Universidad de Las Palmas de Gran Canaria within its extracurricular courses. During three years we have had 76 students whose final assessment has been to create a CLIL lesson which was evaluated by their peers. The tool for the peer assessment has been the Moodle platform; forums. The assessment was guided by a list of questions they had to apply when evaluating the lessons, but the replies from the CLIL lesson creators did not have any predetermined structure or guidelines to be followed. We have analysed the assessments and replies by grouping them according to content similarities.

Il trattamento ortodontico nei bambini con particolari necessità sanitarie (SHCN): una valutazione della durata e del risultato clinico utilizzando l'indice PAR (Peer Assessment Rating), la componente DHC (Dental Health Component) e la componente AC (Aesthetic Component) dell'indice IOTN (Orthodontic Treatment Need Index)

Obbiettivo: Valutazione delle eventuali differenze nel trattamento ortodontico di un gruppo di bambini con particolari necessità sanitarie (SHCN) rispetto ad un gruppo di bambini non diagnosticati con SHCN. Materiali e Metodi: Il gruppo campione (SHCN) è costituito da 50 bambini con SHCN. Il gruppo di controllo (NO SHCN) è costituito da 50 bambini non diagnosticati con SHCN pienamente corrispondenti per età, genere e tipo di apparecchio ortodontico utilizzato con i pazienti del gruppo di studio. I dati riguardanti i gruppi SHCN e NO SHCN sono stati analizzati in modo retrospettivo, valutando: - il punteggio pre- e post-trattamento e la riduzione finale dei valori dell'indice PAR (Peer Assessment Rating), della componente DHC (Dental Health Component) e della componente AC (Aesthetic Component) dell'indice IOTN (Orthodontic Treatment Need Index), - il numero di appuntamenti, - il numero di sedute semplici e complesse, - la durata complessiva del trattamento, - l'età all’inizio ed alla fine della terapia. Risultati: Non sono state rilevate differenze statisticamente significative tra i due gruppi per quanto concerne il numero di appuntamenti, la durata complessiva del trattamento, l'età all’inizio ed alla fine della terapia ortodontica (valori del p-value:0.682, 0.458, 0.535, 0.675). Sono state rilevate differenze statisticamente significative tra i due gruppi per quanto riguarda i punteggi dell’indice PAR, delle componenti DHC e AC dello IOTN pre- e post-trattamento, il numero di sedute semplici e complesse (valori del p-value:0.030, 0.000, 0.020, 0.023, 0.000, 0.000, 0.043, 0.037). Per quanto concerne la riduzione finale del valore dell’indice PAR, della componente DHC e di quella AC dello IOTN non sono state riscontrate differenze statisticamente significative tra i due gruppi (valori del p-value:0.060, 0.765, 0.825). Conclusioni: Lo studio incoraggia gli ortodontisti a trattare i bambini con SHCN nell'obiettivo di migliorarne la qualità di vita, pur evidenziando la necessità di un maggior numero di sedute complesse.

Formatives Selbst- und Peer-Assessment im Unterricht peripher venöser Venenpunktion

Das Lernen einer Fertigkeit durch Demonstration und anschließendes Üben wird „Modeling“ genannt. Es basiert darauf, die Diskrepanz zwischen dem Soll-Zustand (Demonstration) und dem Ist-Zustand (Üben) zu erkennen und zu beheben. Dafür ist die exakte Analyse der eigenen Fertigkeiten beim Üben unentbehrlich. Entsprechend ist auch bekannt, dass formative Evaluationen wesentlich zum erfolgreichen Lernen beitragen. Wir haben deshalb im Kurs für periphere Venenpunktion im 3. Studienjahr formatives Selbst- und Peer-Assessment eingeführt. Die Struktur des Assessment entspricht einem DOPS (dircect observation of procedural skills). DOPS stammt aus dem Arbeitsplatz-basieren Assessment und beinhaltet die Beurteilung folgender Kriterien: Vorbereitung/Nachsorge, technische Fertigkeit, Asepsis/Sicherheit, klinische Urteilsfähigkeit, Organisation/Effizienz, professionelles Verhalten, Gesamteindruck. Diese Kriterien wurden für den Unterricht konkretisiert (z.B. Vorbereitung mit Beschriftung der Röhrchen, etc.) und den Studierenden als Merkblätter ausgeteilt. Die Studierenden beurteilten ihre eigene Performance bzw. die eines Kommilitonen, gaben sich Feedback und legten individuelle Lernziele zur Verbesserung fest. Dieses Vorgehen hat den Vorteil, dass sowohl der Übende, als auch der beobachtende Kommilitone, die optimale Ausführung der jeweiligen Tätigkeit reflektieren, welches für beide eine Möglichkeit zum Lernen bietet . Bei der Evaluation des Kurses wurden die Handouts mit den Kriterien der DOPS von Teilnehmern von 9 der 10 Gruppen positiv erwähnt. Im Rahmen eines Debriefing mit den studentischen Tutoren wurde jedoch kritisch angemerkt, dass der Prozess der formativen Selbst- und Fremdevaluation den Studierenden im 3. Studienjahr nicht vertraut war. Es war für die Teilnehmer schwierig konkretes Feedback zu geben und individuelle Lernziele festzulegen. Für das kommende Jahr planen wir in Bezug auf den Kurs folgendes: Die Kriterien der korrekten Durchführung einer Fertigkeit zu formulieren wird von den Teilnehmern als hilfreich empfunden und soll deshalb beibehalten werden. Die Studierenden, die dieses Jahr an dem Kurs teilnehmen, haben bereits ein Feedbacktraining absolviert. Der Kurs kann deshalb neu an Vorkenntnisse anknüpfen. Darüber hinaus soll der Prozess der Festlegung der individuellen Lernziele in der Schulung der studentischen Tutoren des Kurses mehr Gewicht erhalten, damit die Tutoren die Teilnehmer hier gezielt unterstützen können.

Using multimedia and peer assessment to promote collaborative e-learning

Collaborative e-learning is increasingly appealing as a pedagogical approach that can positively affect student learning. We propose a didactical model that integrates multimedia with collaborative tools and peer assessment to foster collaborative e-learning. In this paper, we explain it and present the results of its application to the “International Seminars on Materials Science” online course. The proposed didactical model consists of five educational activities. In the first three, students review the multimedia resources proposed by the teacher in collaboration with their classmates. Then, in the last two activities, they create their own multimedia resources and assess those created by their classmates. These activities foster communication and collaboration among students and their ability to use and create multimedia resources. Our purpose is to encourage the creativity, motivation, and dynamism of the learning process for both teachers and students.

Peer Assessment and Self-assessment: Effective Learning Tools in Higher Education.

When used appropriately, self- and peer-assessment are very effective learning tools. In the present work, instructor formative assessment and feedback, self-assessment (SA), and peer-assessment (PA) have been compared. During the first part of a semester, the students followed a continuous formative assessment. Subsequently, they were divided into two subgroups based on similar performances. One subgroup performed SAs, and the other followedPAduring the last part of the course. The performances of the two groups in solving problems were compared. Results suggest that PA is a more effective learning tool than SA, and both are more effective than instructor formative assessment. However, a survey that was conducted at the end of the experiment showed higher student confidence in instructor assessment than in PA. The students recognized the usefulness of acting as peer assessors, but believed that SA helped them more than PA.

Using online peer assessment tools to provide feedback and promote learning

A set of slides used for the RAP SIG event on 19 Jan 2017

Reliability assessment of a peer evaluation instrument in a team-based learning course

Objective: To evaluate the reliability of a peer evaluation instrument in a longitudinal team-based learning setting. Methods: Student pharmacists were instructed to evaluate the contributions of their peers. Evaluations were analyzed for the variance of the scores by identifying low, medium, and high scores. Agreement between performance ratings within each group of students was assessed via intra-class correlation coefficient (ICC). Results: We found little variation in the standard deviation (SD) based on the score means among the high, medium, and low scores within each group. The lack of variation in SD of results between groups suggests that the peer evaluation instrument produces precise results. The ICC showed strong concordance among raters. Conclusions: Findings suggest that our student peer evaluation instrument provides a reliable method for peer assessment in team-based learning settings.

Assessment for learning as a participative pedagogy

AfL practices observed in case studies in a North Queensland school were analysed from a sociocultural theoretical perspective. AfL practices of feedback, dialogue and peer assessment were viewed as an opportunity for students to learn the social expectations about being an autonomous learner, or central participant within the classroom community of practice. This process of becoming more expert and belonging within the community of practice involved students negotiating identities of participation that included knowing both academic skills and social expectations within the classroom. This paper argues that when AfL practices are viewed as ways of enhancing participation, there is potential for learners to negotiate identities as autonomous learners. AfL practices within the daily classroom interactions and pedagogy that enabled students to develop a shared repertoire, joint enterprise and mutual engagement in the classroom communities of practice are described. The challenges for teachers in shifting their gaze to patterns of participation are also briefly discussed.