2.50
Hdl Handle:
http://hdl.handle.net/10755/151646
Type:
Presentation
Title:
Postgraduate Students' Views of a Self and Peer Assessment Strategy
Abstract:
Postgraduate Students' Views of a Self and Peer Assessment Strategy
Conference Sponsor:Sigma Theta Tau International
Conference Year:2004
Conference Date:July 22-24, 2004
Author:Elliott, Naomi, MSc, BNS, RGN, RNT
P.I. Institution Name:Trinity College Dublin, Ireland
Title:Lecturer
Co-Authors:Agnes Higgins, MSc, BNS, RPN, RGN
Post-graduate students’ views of a self and peer assessment strategy. Objective: To evaluate student satisfaction with a self and peer assessment strategy designed to promote effective participation in group work. Design: A survey design provided the framework. Population: The study cohort involved twenty students who had completed a post-graduate diploma in clinical health sciences education in an Irish university. All subjects were nurses or midwives who undertook the programme in order to become registered educators. Methods: Data were collected using a postal questionnaire developed by the authors. The questions were designed to elicit students’ satisfaction with the self and peer assessment strategy in relation to its impact on group participation, group relationships, fairness in marking and development of assessment skills. Students were required to rate 22 statements on a 5 point Likart scale. The questionnaire also provided for some open questions to allow for individual comments. The response rate was 85%. Data analysis used a combination of descriptive statistics and content analysis. Findings: The findings indicate that the majority of students found the self and peer assessment to be an effective strategy increasing their motivation to participate and, assuring fairness and equity in the grading process. Another key finding was that the strategy had a positive impact on the development of the students’ evaluation and feedback skills. However, a small number of students reported concerns about the potential for peer assessment to be misused. Conclusions: Self and peer assessment provides a useful dimension to assessment of group project. It also contributes to the goal of developing reflective and critical practitioners. Implications: As group projects are increasingly being used as assessment strategies in nursing and midwifery education, the challenge for educators is to develop robust and acceptable mechanisms, which enhance student satisfaction with this form of assessment.
Repository Posting Date:
26-Oct-2011
Date of Publication:
22-Jul-2004
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titlePostgraduate Students' Views of a Self and Peer Assessment Strategyen_GB
dc.identifier.urihttp://hdl.handle.net/10755/151646-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Postgraduate Students' Views of a Self and Peer Assessment Strategy</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2004</td></tr><tr class="item-conference-date"><td class="label">Conference Date:</td><td class="value">July 22-24, 2004</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Elliott, Naomi, MSc, BNS, RGN, RNT</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Trinity College Dublin, Ireland</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Lecturer</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">naomi.elliott@tcd.ie</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Agnes Higgins, MSc, BNS, RPN, RGN</td></tr><tr><td colspan="2" class="item-abstract">Post-graduate students&rsquo; views of a self and peer assessment strategy. Objective: To evaluate student satisfaction with a self and peer assessment strategy designed to promote effective participation in group work. Design: A survey design provided the framework. Population: The study cohort involved twenty students who had completed a post-graduate diploma in clinical health sciences education in an Irish university. All subjects were nurses or midwives who undertook the programme in order to become registered educators. Methods: Data were collected using a postal questionnaire developed by the authors. The questions were designed to elicit students&rsquo; satisfaction with the self and peer assessment strategy in relation to its impact on group participation, group relationships, fairness in marking and development of assessment skills. Students were required to rate 22 statements on a 5 point Likart scale. The questionnaire also provided for some open questions to allow for individual comments. The response rate was 85%. Data analysis used a combination of descriptive statistics and content analysis. Findings: The findings indicate that the majority of students found the self and peer assessment to be an effective strategy increasing their motivation to participate and, assuring fairness and equity in the grading process. Another key finding was that the strategy had a positive impact on the development of the students&rsquo; evaluation and feedback skills. However, a small number of students reported concerns about the potential for peer assessment to be misused. Conclusions: Self and peer assessment provides a useful dimension to assessment of group project. It also contributes to the goal of developing reflective and critical practitioners. Implications: As group projects are increasingly being used as assessment strategies in nursing and midwifery education, the challenge for educators is to develop robust and acceptable mechanisms, which enhance student satisfaction with this form of assessment.</td></tr></table>en_GB
dc.date.available2011-10-26T11:09:01Z-
dc.date.issued2004-07-22en_GB
dc.date.accessioned2011-10-26T11:09:01Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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