Student peer assessment �to promote critical analysis skills and �reflective abilities�

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Collaboration between

Bachelor of Medical Laboratory Science

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Masters of Physical Therapy

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with assistance from the

Centre for Teaching, Learning and Technology

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Presentation at CHES’ Celebration of Scholarship 2016

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Session plan

• Introduction to (potential) benefits of using student peer feedback
• Overview of the two student written peer feedback initiatives (BMLSc and MPT)
• Lessons learned and recommendations

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Student peer assessment

“the quantitative or qualitative evaluation of a learner’s performance by another learner of the same status”

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(Patchan & Schunn, 2015, p.592)

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Calibrated Peer Review ^TM

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Connect Self and �Peer Assessment Tool

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Lessons learned (so far!)

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Recommendations

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• Be clear about your purpose and choose tool accordingly (because each tool has strengths and weaknesses)

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• Time needed upfront > expectations

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• Test the process along the way and collect feedback

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Thank you from the team:

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Amanda Bradley, PhD. Director, Bachelor of Medical Laboratory Sciences Program; Senior Instructor, Department of Pathology and Laboratory Medicine

Anne Rankin, MScPT. Acting Associate Head, Clinical Education, Master of Physical Therapy Program, Department of Physical Therapy

Alison Greig, BHK, BSc (PT), PhD. Associate Head, Masters of Physical Therapy Program

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Also:

Isabeau Iqbal, PhD. Educational Developer, Centre for Teaching, Learning and Technology (CTLT)

Amy Ho, B.Sc. Bachelor of Medical Laboratory Sciences Program

Manuel Dias, M.Ed., Course Consultant, CTLT

Andrea Han, PhD. Associate Director, CTLT

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Contact information

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Isabeau Iqbal: isabeau.iqbal@ubc.ca

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Alison Greig: alison.greig@ubc.ca

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References

Baker, K. (2016). Peer review as a strategy for improving students’ writing process. Active learning in Higher Education, 1-14. DOI: 10.1177/1469787416654794

Burgess, A. & Mellis, C. (2015). Receiving feedback from peers: medical students’ perceptions. The Clinical Teacher, 12(3), 203-207. doi: 10.1111/tct.12260

Harland, T., Wald, N., & Randhawa, H. (2016). Student peer review: enhancing formative feedback with a rebuttal. Assessment & Evaluation in Higher Education, 1[ 1] -11. doi: 10.1080/02602938.2016.1194368

Likkel, L. (2012). Calibrated Peer Review™ essays increase student confidence in assessing their own writing. Journal of College Science Teaching, 41(3), 42-47.

Major, C. H., Harris, M. S., & Zakrajsek, T. (2015). Teaching for learning: 101 intentionally desiged educational activities to put students on the path to success. New York, NY: Routledge.

Schneider, S. C. (2015). Work in progress: Use of Calibrated Peer Review to improve report quality in an electrical engineering laboratory. Paper presented at the 2015 American Society for Engineering Education Zone III Conference, Springfield, MO.

Overview of Calibrated Peer Review (2016). Retrieved from http://cpr.molsci.ucla.edu/Overview.aspx

Patchan, M. M., & Schunn, C. D. (2015). Understanding the benefits of providing peer feedback: How students respond to peers’ texts of varying quality. Instructional Science, 43(5), 591-614. DOI 10.1007/s11251-015-9353-x

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Presentation title: Student peer assessment to promote critical analysis skills and reflective abilities

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Presentation by: Isabeau Iqbal, Alison Greig and Amy Ho for 2016 CHES Celebration of Scholarship.

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Creative Commons Licensed as follows:

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Attribution-NonCommercial 4.0 International

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